Year 1 programme of study 

What can be covered at LOPC?

 Pupils should be taught to: 

  • compare, describe and solve practical problems for: 
  • lengths and heights [for example, long/short, longer/shorter, tall/short, double/half] 
  • time [for example, quicker, slower, earlier, later] 
  • measure and begin to record the following: 
  • lengths and heights 
  • time (hours, minutes, seconds)

How can we achieve this? 

During a maths linked climbing session, year 1 pupils will set themselves a goal for how far up the wall they aim to climb (usually half way, three quarters, to the top), and using stop watches record how fast each member of the team reaches the half way point, to be able to identify the quickest climber in the team. We can also provide worksheets for a follow up activity where pupils measure half and quarter heights of a scale drawing of the climbing wall, to see how high they have climbed. 


Year 2 programme of study 

What can be covered at LOPC? 

Pupils should be taught to: recognise and name common 2-D and 3-D shapes, including: 2-D shapes [for example, rectangles (including squares), circles and triangles] use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anticlockwise) compare, describe and solve practical problems for: lengths and heights [for example, long/short, longer/shorter, tall/short, double/half] measure and begin to record the following: lengths and heights How can we achieve this? 

During a maths linked orienteering session, pupils start by navigating around a basic map of shapes marked out on the ground. They will need to identify where they are by recognising and describing the shapes. The group will then explore the points of the compass and directions. They will associate half, quarter and whole turns in relation to the change in direction from North. Pupils will measure distances between two points on the ground and the same two points on the map, in order to get a basic understanding of scale. They will then estimate other distances, by measuring the map and deciding if it’s longer or shorter, using descriptions such as double, half or quarter, and then going to explore to validate their answers.