The RouteMap


We have developed the RouteMap to replace the old APP guidance which supported the pre-2014 maths curriculum.  Please note that the old guidance is still available to all users, as is all the content for the old maths curriculum (e.g. for schools in the Channel Islands).


The full version of the RouteMap is available only to existing users when they are logged in to MathsMap.  It is a pragmatic set of guidelines for each Programme of Study, based on the experience of real teachers in classrooms around the country during the first full year of the new curriculum.  The statutory requirements are organised into tiers of study and guidelines have been devised to decide when a pupil can move from one tier to the next.  


This is the example for how the RouteMap might be used in Year 2:


Many schools using MathsMap print the Steps to Success and put them into the pupils’ books to provide a pathway to follow while learning the requirement. We believe that the RouteMap could be used in a similar way – providing a ‘higher level’ pathway to help the pupils to understand how their journey through the curriculum will unfold over time. This guide suggests how you might use the RouteMap in your classroom; no doubt creative schools will surprise us by developing even better ways of using it with their children and staff!

The National Curriculum has Statutory Requirements (SRs) for each domain. In the example below for Year 2, there are six SRs for ‘Number – number and place value’:



We can look across all the domains in Year 2 to see the total number of SRs in the year:




In total there are 34 SRs in Year 2. In July 2014 the National Association of Head Teachers (NAHT) published an assessment framework identifying 83 SRs across the maths curriculum as being Key Performance Indicators (KPIs). We agree with the NAHT that these KPIs have to be addressed before moving on in the curriculum and are non-negotiable. This is because the National Curriculum is ‘skills-based’ and not ‘content-based’.


So for the six SRs in ‘number and place value’ given as an example earlier, three of them have been identified as KPIs:



In many schools, the issue for teachers could be that some pupils are working within the year group expectations, yet others may be working below, or above, the expectations. With the removal of levels it may be difficult to identify which pupils are ‘working towards’ the expectations, which pupils have ‘achieved’ the expectations and which pupils have ‘exceeded’ the expectations. 
In order to help you to differentiate between pupils at different stages of their learning the RouteMap has organised all of the SRs into ‘tiers’. Each tier contains SRs which have in common a similar level of ‘difficulty’ so they will tend to be addressed in class as a group during a particular period in the year. Here is an example from the Year 2 RouteMap showing the number and place value KPIs on their different tiers:


Note that there is more detail here than in the six SRs from the curriculum definition; sometimes the RouteMap splits requirements for clarity or includes detail from the non-statutory guidance.


Using the MathsMap RouteMap – Year 2 Example




In the example for Year 2 above, there are nine SRs on tier 16. Of these nine SRs, four of them are in bold text. These are the KPIs. Before moving on to the SRs relating to tier 17, pupils would be expected to have addressed all four of the KPIs as well as approximately 80% of the remaining SRs that are not in bold text. So in this example, that would be all four KPIs and four of the remaining five SRs.

As teachers highlight the SRs that have been addressed, the picture will fill in to suggest when the pupil is ready to move on to the next tier. Work undertaken in pupils’ books would be the main source of evidence needed to give teachers ‘permission’ to highlight appropriate text. Other evidence, if needed, could include questions from standardised tests. 


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