Welcome to Lewannick CP School Curriculum Event 3

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Welcome to Lewannick CP School Curriculum Event 3

• Maths
• A love of life through a love of learning

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Aims

• An introduction to key themes and
  mathematical concepts in the new primary Maths
  curriculum
• Key changes in years 1 to 6
• Aims of the new curriculum
• Assessment
• How can I support my child at home?

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National Curriculum

• In September 2014, a new National Curriculum
  became statutory in all local authority-maintained
  schools.
• 'Levels' of attainment are no longer in existence
  and pupils are assessed under a grading system.
• Along with this change, the bar has been raised
  for learning, with expectations for progress and
  attainment, at their most challenging yet.

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Programmes of study content

• Number
• Number and place value
• Addition and subtraction
• Multiplication and division
• Fractions (including decimals from Year 3, and
  percentages from Year 5)
• Ratio and proportion (from year 6)
• Algebra (from year 6)
• Measurement
• Geometry
• Properties of shapes
• Position and direction
• Statistics (from year 2)

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Reception class expectations

• Children count reliably with numbers from one to
  20, place them in order and say which number is
  one more or one less than a given number. Using
  quantities and objects, they add and subtract two
  single-digit numbers and count on or back to find
  the answer. They solve problems, including
  doubling, halving and sharing.
• Statutory Framework for the Early Years
  Foundation Stage, DfE 2012

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Some key changes in Year 1

• count to 100 instead of 20
• multiplication and division problems including
  
• arrays are now included (was in Years 2 and 3)
  
• using halves and quarters as operators
• volume (new to the primary National Curriculum)
  

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Some key changes in Year 2

• more emphasis on the arithmetic
• inverse operations for checking now explicit in
  Year 2
• greater range of fractions are explored
  including
• equivalents of quarters
• in measures children are expected to be able to
  read a
• thermometer.

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Some key changes in Year 3

• Add and subtract fractions with the same
  denominator within one whole
• Tell and write the time from an analogue clock,
  including using 24 hour clocks (formerly Y5)
• Identify horizontal and vertical lines and pairs
  of perpendicular and parallel lines (formerly Y4
  and 5)

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Some key changes in Year 4

• Recall multiplication and division facts up to
  12x12
• Add and subtract fractions with the same
  denominator
• Multiply 2 digit and 3 digit numbers by a 1 digit
  number using formal written method (formerly Y5)
• Plot specified points and draw sides to complete
  a given polygon (formerly Y6)

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Some key changes in Year 5

• Read Roman numerals to 1000 (M) and recognise
  years written in Roman numerals
• Divide numbers up to 4 digits by a 1 digit number
  using the formal written method of short division
• Multiply proper fractions and mixed numbers by
  whole numbers
• Read, write order and compare numbers with up to
  three decimal places (formerly Y6)

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Some key changes in Year 6

• Multiply and divide 4 digit numbers by 2 digit
  numbers using the formal written methods of long
  multiplication/division
• Multiply and divide proper fractions
• Recognise when it is possible to use formulae for
  area and volume of shapes
• Illustrate and name parts of circles, including
  radius, diameter and circumference and know that
  the diameter is twice the radius

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3 main aims of the new curriculum

• The national curriculum for mathematics aims to
  ensure that all pupils
• become fluent in the fundamentals of
  mathematics, including through varied and
  frequent practice with increasingly complex
  problems over time, so that pupils develop
  conceptual understanding and the ability to
  recall and apply knowledge rapidly and
  accurately.
• reason mathematically by following a line of
  enquiry, conjecturing relationships and
  generalisations, and developing an argument,
  justification or proof using mathematical
  language
• can solve problems by applying their mathematics
  to a variety of routine and non-routine problems
  with increasing sophistication, including
  breaking down problems into a series of simpler
  steps and persevering in seeking solutions.

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What is fluency?

• Efficiency. An efficient strategy is one that the
  student can carry out easily, keeping track of
  sub problems and making use of intermediate
  results to solve the problem.
• Accuracy includes careful recording, knowledge of
  number facts and other important number
  relationships, and double-checking results.
• Flexibility requires the knowledge of more than
  one approach to solving a particular kind of
  problem, and the ability to select the most
  appropriate one.

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Aim 2

• Reason mathematically by
• following a line of enquiry
• conjecturing relationships and generalisations
• and developing an argument, justification or
  proof using mathematical language

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Aim 3

• can solve problems by applying their mathematics
  to a variety of routine and non-routine problems
  with increasing sophistication, including
  breaking down problems into a series of simpler
  steps and persevering in seeking solutions.
• resources

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Changes in assessment

• The key phrase primary education needs to be
  focused on ensuring that pupils are secondary
  ready
• No National Curriculum levels
• Schools devise own systems for formative
  assessment, tracking and feedback.
• Statutory testing at KS1 and 2 will continue.
• New tests in summer 2016

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KS1/2 SATs

• KS1 Arithmetic
• http//primarytools.co.uk/files/Tests/2016Samples/
  Sum15Samples/KS1/Ma/Sample_ks1_mathematics_paper1_
  arithmetic_PrimaryTools.co.uk.pdf
• KS1 Reasoning
• http//primarytools.co.uk/files/Tests/2016Samples/
  Sum15Samples/KS1/Ma/Sample_ks1_mathematics_paper2_
  reasoning_PrimaryTools.co.uk.pdf

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KS1/2 SATs

• KS2 Arithmetic
• http//primarytools.co.uk/files/Tests/2016Samples/
  Sum15Samples/KS2/Ma/Sample_ks2_mathematics_paper1_
  arithmetic_PrimaryTools.co.uk.pdf
• KS2 Reasoning
• http//primarytools.co.uk/files/Tests/2016Samples/
  Sum15Samples/KS2/Ma/Sample_ks2_mathematics_paper3_
  reasoning_PrimaryTools.co.uk.pdf

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Calculation

• The school website contains links and information
  about how we teach calculations
• http//lewannick.cornwall.sch.uk/sample-page/polic
  ies/calculation-policy/
• Information is also available in each classes web
  area

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Representations in Calculations
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How can you help your child in KS1?
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How can you help your child in KS2?

• Go shopping with your child to buy two or three
  items. Ask them to work out the total amount
  spent and how much change you will get.
• Buy some items with a percentage extra free. Help
  your child to calculate how much of the product
  is free.
• Plan an outing during the holidays. Ask your
  child to think about what time you will need to
  set off and how much money you will need to take.
  
• Use a TV guide. Ask your child to work out the
  length of their favourite programmes. Can they
  calculate how long they spend watching TV each
  day / each week?
• Use a bus or train timetable. Ask your child to
  work out how long a journey between two places
  should take? Go on the journey. Do you arrive
  earlier or later than expected? How much
  earlier/later?
• Help your child to scale a recipe up or down to
  feed the right amount of people.
• Work together to plan a party or meal on a
  budget.

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Abacus

• In school we use the Abacus scheme to deliver
  Maths across the school
• The Abacus website includes lots of useful links
  to videos which will help you to understand how
  we teach different areas of Maths and how you can
  support your child at home
• It is also the method through which we allocate
  and set homework

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Key Messages

• To develop written calculation strategies,
  children need
• Secure mental strategies from YR.
• A solid understanding of the number system.
• Practical, hands on experience including counters
  and base 10 apparatus.
• Visual images including number lines and arrays.
• Secure understanding of each stage before moving
  onto the next.
• The questions at the forefront of their minds
• Can I do it in my head? If not which
  method will help me?