Revision Spiral Practice

Children learn to count forwards and backwards from 0 to 20. Start with real objects such as blocks, beads, buttons or small toys so each number has something to point at. Ask the child to place the objects in a line and touch each one while saying the number: this helps connect the spoken number to the thing being counted. Practice counting slowly first to make sure every object is counted once, then repeat a little faster to build fluency.

Use a variety of ways to practice: oral counting together, counting by moving objects into a box, and using a simple drawn number line from 0 to 20. Counting backwards is important too: practise from 10 or 20 down to 0 so children understand 'one less' each time. Play games such as 'How many are missing?' where you remove a few items and ask the child to count the rest. Include number words (zero, one, two...) alongside numerals so children can read and say numbers.

Make it daily and short: five minutes of counting each day helps a lot. Use songs, clapping patterns, or step-counting along the floor to make counting active. Also encourage checking: after counting, ask the child to count again to confirm the number. This builds accuracy and confidence for later addition and subtraction.

Writing numerals means practising the shape of each digit from 0 to 9 and learning to join them to make numbers up to 20. Begin with correct pencil grip and comfortable seated posture so writing is easier. Teach one digit at a time: show how to make the strokes slowly, for example a round shape for 0, one straight line for 1 and a curved then diagonal line for 2. Use dotted numeral worksheets for tracing, then have the child copy without dots. When they are ready, ask them to write numbers while counting objects so the written numeral links to a real quantity.

Introduce two-digit numbers by showing tens and ones in a simple way. Use a place-value box with two columns labelled 'tens' and 'ones' and show that 14 means one group of ten and four ones. Let children make numbers using ten-sticks (bundles) and single units, or by grouping ten counters in a pile and four separate counters. Encourage neatness: write numbers on lines and keep digits properly formed and spaced. Use fun methods like writing in sand, on a slate, or with finger-paint to make practice enjoyable.

Include short dictation: say a number like 'seventeen' and ask the child to write 17. Praise correct formation and gently correct reversals. Regular short practice helps children match spoken number words, written numerals and actual quantities confidently.

Addition is joining two small groups to find a total. Use real objects so children can see the joining action: place three blocks and then add two more and count all to find five. Teach number sentences such as 3 + 4 = 7 and read them aloud: 'three plus four equals seven.' Begin with sums that result in totals under 10, then move to totals up to 20 when the child is comfortable.

Show addition in several ways. First use objects and counting. Next use pictures: draw two groups of stars and count all. Also introduce a number line: start at the first number and make jumps forward equal to the second number to reach the total. For example, for 5 + 3 start at 5 and make three jumps to land on 8. Explain that the + sign means to put together and = shows the answer.

Use simple stories: 'There are 4 birds on a tree, 2 more come; how many now?' and encourage the child to draw or use fingers to solve. Practice 'making ten' facts (like 7 + 3) and practise related facts by switching addends. Encourage checking answers by counting again or by using the objects in a different order. Keep activities short, colourful and playful to sustain interest.

Subtraction is taking away from a group and finding how many are left. Use toys, counters or pictures so children can physically remove items and count what remains. Present simple number sentences like 8 - 3 = 5 and read them: 'eight minus three equals five.' Start with small numbers and take-away stories: 'There are 9 candies, 2 are eaten; how many are left?'

Teach subtraction with different visual methods. Use crossing out on drawings: draw 7 stars and cross out 2, then count the remaining stars. Use objects and remove some to show the remaining count. A number line is also useful: start at the larger number and make jumps backwards for the number subtracted. For example, for 10 - 4 start at 10 and jump back four steps to reach 6. Explain that the - sign means to take away and = gives the result.

Encourage checking by adding the result to the subtracted number to get the original number (for example 6 + 4 = 10). Use simple games where children find what number is hidden after removing some objects. Keep explanations short, use many examples and practise regularly so subtraction becomes familiar and not scary.

Children learn to recognise and name common flat (2-D) shapes and use simple words about position and space. Focus on circle, square, triangle and rectangle. Use many real examples: point to a clock as a circle, a book as a rectangle, a window pane or tile as a square, and a roof or sandwich cut as a triangle. Let children touch, draw and cut shapes from paper so they feel the edges and corners.

Teach simple properties in child-friendly words: a square has four equal sides and four corners, a rectangle has four sides with opposite sides equal, a triangle has three sides and three corners, and a circle is round with no corners. Use sorting tasks where children group objects by shape and discuss why they belong together. Also introduce simple position words: above, below, next to and between using classroom objects or pictures. Ask questions like 'Where is the ball? It is under the table.'

Build pictures from shapes: make a house from a rectangle and a triangle, or a face from a circle and small triangles for ears. Drawing and making pictures helps children see how shapes fit together. These early geometry skills improve observation and vocabulary for later study.

Patterns are repeating arrangements that follow a rule. Start with simple repeating patterns such as AB (red, blue, red, blue) or AAB (star, star, heart, star, star, heart). Use beads, blocks, stickers or coloured cards so children can physically make and continue patterns. Explain that a pattern repeats the same set in the same order and that finding the next item is a skill of spotting the rule.

Practice making patterns with colours, shapes, sizes or sounds. Use clapping or stomping to make rhythm patterns and ask the child to continue them. Show broken patterns where one item is wrong and ask the child to find and fix it. Also use growing patterns like 1,2,3,1,2,3 to show repetition of a number sequence.

Encourage children to describe patterns in simple language: 'red, blue, red'—so the pattern is red then blue. Use drawing and colouring activities to extend patterns across a whole row and ask 'what comes next and why?' Understanding patterns builds logical thinking and supports later work with number sequences and tables. Keep tasks short and playful so children enjoy repeating and predicting.

Begin measurement with simple comparison words and hands-on activities. For length use longer, shorter and same length. Hold two pencils and ask which looks longer; place them side by side to check. Introduce non-standard units for measuring length: use paper clips, blocks or hands to measure by placing them end to end and counting how many units long an object is. For example, count how many paper clips long is a book. This helps children learn that measurement compares sizes and uses numbers to say how long something is.

For weight use heavier, lighter and same weight. Use a simple balance scale if available and compare two items to see which side goes down. If no scale is available, ask the child to hold one item in each hand and feel which feels heavier. Emphasise that weight is about how heavy something feels, not its size. Encourage guessing first: ask 'Which do you think is heavier, a toy car or an orange?' then test and count results.

Teach estimation and checking: guess, measure with a non-standard tool, and then compare to the guess. Use short activities measuring classroom items and recording small results. These early ideas prepare children for rulers, metres and scales later on and help them use comparison words correctly.

Teach the seven days of the week in order and build simple time words like morning, afternoon, evening and night. Use a weekly chart with pictures for each day showing typical activities: school on weekdays, play on weekends, or family time. Sing a days-of-the-week song or use a calendar to point to the days and move a marker along so children learn the order from Monday to Sunday. Ask daily questions such as 'What day is today?' and 'What do you do on Tuesday?' to connect days with real routines.

Introduce basic clock ideas visually. Show a large clock face and point to the short hand (hour hand) and the long hand (minute hand). Explain simply that the short hand tells the hour, for example when it points to 7 it is seven o'clock. Avoid minutes for now; use whole hours with pictures: breakfast = morning, school = morning, play = afternoon, dinner = evening, sleeps = night. Use picture cards and ask children to match activities to morning or night.

Have simple routines written or drawn on a chart: wake up, brush teeth, go to school, play, sleep. Encourage children to sequence their day verbally and with pictures. These early time ideas help children organise activities and understand the flow of a day and a week.