Build on your existing plans

Many schools have already planned schemes of work with strong connections between subjects. When you look at existing plans for a subject, year group or key stage, you will probably be able to see some connections that are already in place.

Choose the most powerful connections

Choose a few, powerful connections, and plan for these.

You could choose one or two for each subject, for each key stage. This would help to build coherence across year groups.

Reconsider the sequence of units

By rearranging the sequence of units of work, you can bring current mathematics objectives and foundation subjects together.

Looking at relevant objectives beyond a year group or term would also support differentiation.

Use content from the foundation subject units to teach mathematics

There will also be opportunities in your planning to bring the context and content of units from foundation subjects into mathematics lessons.

Consider the impact of mathematics in other subjects on pupils’ learning

When embedding mathematics, you need to:

• look carefully at the impact any changes will have on coverage of subjects, curriculum continuity, and children's progress
• make sure that important learning objectives and learning outcomes are not lost in the process. Leaving out key subject objectives can disrupt children's learning
• check that any changes to the focus of a unit do not lead to overlaps between different year groups’ plans
• consider knock-on effects for your school's curriculum plan as a whole.