The new mathematics curriculum Wednesday 30th September 2015 SANDFIELD PRIMARY SCHOOL

SANDFIELD PRIMARY SCHOOL Aims of this evening What has changed for primary schools? What has changed for each year group? How can we help at home? SANDFIELD PRIMARY SCHOOL

Aims of the new curriculum The final version of National Curriculum for mathematics aims to ensure 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 are able to recall and apply their knowledge rapidly and accurately to problems 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. SANDFIELD PRIMARY SCHOOL

SANDFIELD PRIMARY SCHOOL A Mastery Curriculum The government wants to make it clear that schools should be working towards a mastery curriculum that broadens and deepens pupils’ knowledge rather than accelerate pupils into new curriculum content. SANDFIELD PRIMARY SCHOOL

Organisation of new curriculum Number and Place Value Addition and Subtraction Multiplication and Division Fractions Measures Geometry Data (from Y3) Algebra (Y6) SANDFIELD PRIMARY SCHOOL

Organisation of new curriculum The new National Curriculum for mathematics is organised on a year-by-year basis, although schools are only required to cover the programmes of study by the end of each key stage. The curriculum covers some areas in more depth than previously, with many topics introduced earlier and some new topics moved from secondary to primary level, such as long division and basic algebra. To allow space for more depth in some areas, content in areas such as data (now under the heading ‘Statistics’) has been reduced. Greater emphasis on learning and practising “the fundamentals of mathematics”, particularly number and calculation, using formal written methods and mental strategies as well as reasoning mathematically and problem-solving. Calculators should only be introduced near the end of key stage 2 (previous guideline was Year 4). SANDFIELD PRIMARY SCHOOL

SANDFIELD PRIMARY SCHOOL Aims of this evening What has changed for primary schools? What has changed for each year group? How can we help at home? SANDFIELD PRIMARY SCHOOL

SANDFIELD PRIMARY SCHOOL

Aims of the new curriculum The final version of National Curriculum for mathematics aims to ensure 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 are able to recall and apply their knowledge rapidly and accurately to problems 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. SANDFIELD PRIMARY SCHOOL

Reason mathematically Let’s do something! Can you add two even numbers to make 20? Which ones? Prove it! Can you add 2 odd numbers to make 20? SANDFIELD PRIMARY SCHOOL

SANDFIELD PRIMARY SCHOOL What if… What about 3 numbers? What if we subtract odd or even numbers? Can you make a rule for this? What about multiplication? Division? SANDFIELD PRIMARY SCHOOL

SANDFIELD PRIMARY SCHOOL Explain and justify SANDFIELD PRIMARY SCHOOL

SANDFIELD PRIMARY SCHOOL Try this activity with a partner… Without doing the calculations, decide whether each answer lies between 500 and 550. 3 x 149 500 x 1.21 Half of 1073 93 x 6 4000 ÷ 9 220 ÷ 0.42 Be prepared to share with the rest of us how you decided! SANDFIELD PRIMARY SCHOOL

SANDFIELD PRIMARY SCHOOL Encourage your child to talk about their Maths You can’t do maths unless you can talk about it. When your child is completing maths activities question them. Why is that the answer? How do you know you are correct? Can you explain to me how you did that? Why does my way and your way work? So many parents say “We spent all week practising that table. I don’t know why they didn’t get them all correct.” That’s because the child is trying to memorise a fact rather than truly understanding what they are doing. Pupils who engage in a lot of practice without understanding what they are doing often forget or incorrectly remember those procedures. SANDFIELD PRIMARY SCHOOL

Maths is not always about doing it fast and getting it right. Next time your child is struggling to answer a question ask them What do you know that would help you find the answer? This type of discussion helps a child think about strategies they have been taught that they can apply time and again in different contexts and it helps them make connections. Maths is not always about doing it fast and getting it right. “I know 6÷3=2, so 60÷3=20.” “I know 12÷3=4, so 120÷3=40.” SANDFIELD PRIMARY SCHOOL

What maths do I do at home? Money Shopping – guess how much have spent Going out – menu, price of drinks Cooking – weighing and measuring Gardening - area and length Travelling – petrol, distance, map work, satnav Timetables - television, analogue clock Board games, cards SANDFIELD PRIMARY SCHOOL

SANDFIELD PRIMARY SCHOOL Not at Sandfield! In his primary review, Sir Peter Williams commented: “The United Kingdom remains one of the few advanced nations where it is socially acceptable, fashionable even, to profess an inability to cope with mathematics. That is hardly conducive to a home environment in which mathematics is seen by children as an essential and rewarding part of their everyday lives.” SANDFIELD PRIMARY SCHOOL

SANDFIELD PRIMARY SCHOOL Success in math does not depend on how many answers you know, but by what you do when you don't know the answer. Anon SANDFIELD PRIMARY SCHOOL

Supporting your child at home – year booklets Resources This presentation will be on school website Maths resource packs are available to order from the office £10 DCSF booklet Understanding progress in mathematics – a guide for parents Google or look at teacher.net.gov.uk/publications DCSF-00267-2010 Supporting your child at home – year booklets Work in progress! They will be available on website and from school office SANDFIELD PRIMARY SCHOOL