Charts to track children's learning are used as an initial diagnostic tool. These charts also form a background framework for sets of teaching materials referenced to common misconceptions and errors.

The whole primary range is represented in progression in the chart. The year group labels provide a convenient to the National Numeracy Strategy Framework for teaching mathematics progession in number and calculation. The whole primary range is represented in progression in the chart. The year group labels provide a convenient link to the National Numeracy Strategy Framework for teaching mathematics progession in number and calculation.

Associated knowledge and skills that contribute to the year group key objectives are listed under each year group heading (see the first column of the tracking chart). Common errors and misconceptions linked to specific knowledge and skills are listed to support diagnosis of children's difficulties. Reception, Year 2, Year 4 and Year 6 have been chosen as representative milestones to exemplify progression in calculation.

As they use the charts, teachers will need to track back to find the error/misconception apporopriate for the child irrespective of the year group to which is is attibuted on the progression.

Using the tracking charts and teaching materials Day-to-day assessment is the starting point. Assessment opportunities are embedded in all the teaching materials. The following flow chart describes the process assumed in the design of the materials.