1. The new maths curriculum in KS2
Sellincourt Primary School
November 2014

2. Aims
• An introduction to key themes and mathematical concepts in the new primary maths curriculum • Key changes in years 3, 4, 5 and 6 • How can I support my child at home?

3. 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)

4. Some key changes in Year 3
• Count in multiples of 4, 8, 50 and 100 • Mental calculation with three-digit numbers • Eight-times table • Tenths • children now need to add and subtract fractions
• Perimeter of simple shapes(was in Year 4) • 24-hour time (was Year 5) • Read the time on clocks with Roman numerals
• Identify perpendicular and parallel lines.

5. Some key changes in Year 4
Count in multiples of 6, 7, 9, 25 and 1000 and also in negative numbers
Write Roman numerals to 100
Column addition and subtraction of numbers
with four digits
Know all their tables to 12x12 (was10x10)
Hundredths (was Year 5)
A greater emphasis on decimals
Translation (was Year 6)
Construct line graphs (was Years 5 and 6)

6. Some key changes in Year 5
Count in steps of powers of 10 of any number, read, write, order numbers to
Read Roman numerals to and recognise years written using them
there are higher expectations with prime numbers and factors, including prime factors
Recognise cube numbers
Solve problems with numbers up to three decimal places
Add and subtract fractions with the same denominator and related fractions
Multiply proper fractions and mixed number fractions by whole numbers
Use formal written methods are specified for all four operations when working with numbers that have more than four digits
Estimate volume and capacity.

7. Some key changes in Year 6
Standard written methods are expected to be used for all four operations
Multiply and divide simple fractions
Explicit mention of using algebra, for example expressing missing number sentences algebraically
Find the area of parallelograms
Know the names for different parts of a circle including radius, diameter and circumference
Recognise angles including those vertically opposite
Construct pie charts.
Calculate and interpret the mean (but no mention of mode or median)

8. 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.

9. 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.

10. Aim 2 Reason mathematically by: following a line of enquiry
conjecturing relationships and generalisations
and developing an argument, justification or proof using mathematical language

11. 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

12. Implementation of the new National Curriculum
Years 1, 3 and 4 and 5
Years 2,6 (and 3,4)
Summer 2016 ( KS2 testing)

13. 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

14. Representations in Calculations

15. How can parents help? Practise times tables Play number games
Involve children in shopping activities
Involve children when taking measurements, weighing items or telling the time
Take note of numbers in real life e.g. telephone numbers, bus numbers, lottery numbers etc
Give children opportunities to use money to shop, check change etc
Talking about the mathematics in football e.g.. How many points does your favourite team need to catch the next team in the division?
When helping their children calculate use the method that they have been taught.

16. 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?’