The 3 Main AimsThe 3 Main Aims
The national curriculum for mathematics aims to ensure that allpupils:
become fluent in the fundamentals of mathematics, including throughvaried and frequent practice with increasingly complex problems overtime, so that pupils develop conceptual understanding and the abilityto recall and apply knowledge rapidly and accurately.
reason mathematically by following a line of enquiry, conjecturingrelationships and generalisations, and developing an argument,justification or proof using mathematical language
can solve problems by applying their mathematics to a variety ofroutine and non-routine problems with increasing sophistication,including breaking down problems into a series of simpler steps andpersevering in seeking solutions.
Programme of StudyProgramme of Study
The new curriculum covers these different areas of maths;
Number and place value
Addition and subtraction
Multiplication and division
Fractions
Measurement
Geometry - Properties of shapes
Geometry - Position and direction
Statistics
Algebra (Year 6)
Ratio and Proportion (Year 6)
What are the changes?What are the changes?
There's quite a lot of new content which, upuntil now, has been regarded as theprovince of ‘secondary maths’. This includesan increasingly complex understanding offractions and decimals. Some content hasmoved ‘down’ by one or two years, meaningchildren will be expected to master somethings earlier than they have before.
What are the changes?What are the changes?
Practice is key! The aims state that itis imperative to keep key mathsfundamentals, such as times tablesand number facts, "on the boil" throughvaried and repeated practice in orderthat children can solve progressivelycomplex problems.
What are the changes?What are the changes?
There is a renewed emphasis on calculatingand problem solving with fractions anddecimals and less on data handling (now calledstatistics).
As you may have heard, calculators are nowbanned in the Year 6 SAT. The newprogramme of study backs up its stance oncalculators by emphasising further theimportance of mental fluency and the use ofefficient written methods in the fourmathematical operations.
Levels GoneLevels Gone
Levels have now gone: National curriculumlevels are to be replaced by a precise scalesscore where 100 will represent the newstandard at the end of key stageassessments. (SATs)
There is no national method of assessing achild’s mastery of the objectives for eachyear nor their progress within the newcurriculum. The responsibility for this hasbeen given to schools.
Classroom MonitorClassroom Monitor
Children will be tracked using ClassroomMonitor.
Teachers record assessment judgements,targets and evidence of learning into thecurriculum-mapped online markbooks.
See each pupil’s next steps at a glance.
Ensure summative assessment scores areinformed by an on going formative process.
Classroom MonitorClassroom Monitor
Step-by-step progress tracking
This will cover all subjects, and uses the‘beginning, developing, secure andexceeding’ terminology to demonstrate‘depth and breadth’ of knowledge andunderstanding.
The Progression Framework also provides‘what to look for’ guidance linked to theassessment criteria to support robustteacher assessment judgements,moderation and evidence gathering.
Assessment ExpectationsAssessment Expectations
Stage 3/4 Beginning (Baseline)
Stage 3/4 Beginning + (Oct)
Stage 3/4 Developing (Dec)
Stage 3/4 Developing + (Feb/Apr)
Stage 3/4 Secure (July)
Stage 3/4 Exceeding (July)
Steps of Progression
Reporting to Parents
How are mathematicalcalculations taught ?
All four calculation methods are taughtfrom Year 1 to Year 6 (Addition,Subtraction, Multiplication andDivision).
Your children will be taught, and askedto use, a number of informal andformal methods to solve thesecalculations.
Informal methods - use of numberlines, grids or other visual forms.
Formal methods - Written calculationmethods.
Both styles of calculation areencouraged. We will teach informalmethods first to ensure the childrenunderstand the process of thecalculation. They will then be taughtformal methods as a more efficientmethod. There is a greater focus oninformal methods in Key Stage 1 andformal methods in Key Stage 2.
However, methods will be introduced andtaught depending on children’s ability andprogress. Although they may be asked touse a specific method during a lesson,eventually they will be allowed to choosethe best method for themselves or for thecalculation.
How can youhelp at home?How can youhelp at home?
•Check the calculations policy on the schoolwebsite.
•Help your child to be secure with their timestables and related division facts.
•Putting their learning into a real life context e.g.cooking, shopping, money, measuring.
•Ask your child to show you their method. Canthey explain each stage clearly?
•Allow your child to use the method they feelcomfortable with.
•Ask the class teacher if you are unsure.
•Make it fun!
Year 3 and 4
There are now some activitiesat the back of the room for youto try.Thank you for coming.
CalculationsCalculations
Year 3 and 4