Attainment targets and strands

From the earliest stages of school, pupils will show some abilities in approaching mathematical situations which involve thinking out what to do. What changes with experience is the degree of sophistication with which problem-solving and enquiry skills are used. At present, there is insufficient research evidence or practical experience to define progression precisely and a pragmatic approach is recommended. For this attainment outcome, a range of desirable process strategies is described, examples of suitable tasks are considered and likely broad trends in improvement are indicated.

The process of solving problems and undertaking enquiries requires proficiency with a mathematical "toolkit" of concepts, facts and techniques. The extent of this toolkit is such that, for convenience in planning, it is described in the form of three outcomes, each covering learning which involves a different aspect of mathematical content.

Much of the learning of concepts, facts and techniques is hierarchical. As a guide to planning teaching programmes, a progression of achievements in these outcomes is described here in the form of statements of the minimum competences or targets which can be expected of the majority of pupils at five broad levels (A to E) of development in their schooling from age 5 to 14. Many pupils should in practice achieve much more. The following broad criteria, as used in the guidelines for all the curricular areas, indicate the approximate stage of schooling at which pupils can be expected to attain the various levels of targets.