Headteachers’ Maths Network Meeting North Lincolnshire Schools and Academies 8 th July 2013 At the LDC

To examine what the revised document says and consider the implications for schools. To consider what steps need to be taken to prepare for the introduction of the new National Curriculum in September Objectives for this session

Revisions have been made to the original draft in the February 2013 version. Some statements have been changed but the emphasis remains on teaching content specific to year groups. It is still strongly influenced by international comparative data. See DFE Review of the National Curriculum in England Feb 12, second published version. Draft mathematics national curriculum

The original draft for the national curriculum for mathematics, which appeared in 2012, has been replaced by a version (the current one) which was published in February this year. Some changes include removing binary number and other changes to content. A number of maths coordinators are still using the 2012 version, so please check they have the correct document. Versions

The final version of the national curriculum for mathematics was due in September 2013, but since last month, this has been changed to being due in the autumn There may be some changes, but schools need to plan ahead for implementation and to delay until the final version is available may not be prudent. Final version

Suggested three planning layers: a)Headteachers/Principals will need to include implementation in their development planning. b)Maths Coordinators will need to include implementation in their coordinator plan. c)Teachers will need to revise medium term planning in the light of advice from their maths coordinator. Planning layers

National Curriculum consultation  Defining the school curriculum  All subjects retained at all 4 key stages  Foreign languages at Key Stage 2  Removal of Attainment target levels and descriptors  Consultation ends Tuesday 16 April Consultation in February this year

Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary in most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, and a sense of enjoyment and curiosity about the subject. Purpose statement in the new document

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 have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems Aims - 1

Aims 2 The National Curriculum for mathematics aims to ensure that all pupils:  reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language

The National Curriculum for mathematics aims to ensure that all pupils:  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. Aims 3

The programmes of study are organised in a distinct sequence and structured into separate domains. Pupils should make connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects. Programmes of Study

The document is laid out in two columns. The revised draft (February 2013) has the programmes of study on the left, now with the addition of, ‘statutory requirements’. On the right is a column headed Notes and guidance which has attached the statement ‘non-statutory’. School leaders should note the distinction between the columns and consider how staff may interpret the document. Layout of the programmes of study

Calculators should not be used as a substitute for good written and mental arithmetic. They should therefore only be introduced near the end of Key Stage 2 to support pupils’ conceptual understanding and exploration of more complex number problems, if written and mental arithmetic are secure. In both primary and secondary schools, teachers should use their judgement about when ICT tools should be used. ICT

The National Curriculum for mathematics reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. The quality and variety of language that pupils hear and speak are key factors in developing their mathematical vocabulary and presenting a mathematical justification, argument or proof. They must be assisted in making their thinking clear to themselves as well as others and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions. Spoken Language

The programmes of study for mathematics are set out year-by-year for Key Stages 1 and 2. Schools are, however, only required to teach the relevant programme of study by the end of the key stage. Within each key stage, schools therefore have the flexibility to introduce content earlier or later than set out in the programme of study. In addition, schools can introduce key stage content during an earlier key stage, if appropriate. All schools are also required to set out their school curriculum for mathematics on a year-by-year basis and make this information available online. School Curriculum

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study. Attainment Targets

Discussion Time

The next screen shows a wordle (word analysis) of the draft document. This simply shows the word frequency by the size of lettering. Looking at the emphasis

The principal focus of mathematics teaching in Key Stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the four operations, including with practical resources (e.g. concrete objects and measuring tools). KS1 statement

At this stage, pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money. KS1

By the end of Year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency. Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at Key Stage 1. KS1

It has been suggested that the raised expectations inherent in the revised content for KS1 could lead to children being labelled as failures as they struggle to achieve these higher standards. How can we ensure children experience success in mathematics? KS1

There is a concern that raised expectations may lead to content being covered without developing appropriate levels of understanding. How will we ensure there is an appropriate level of understanding and that teaching doesn’t over- emphasise process? KS1

What can be done to avoid teaching becoming too focused on skills and procedures, especially as there is no Using and Applying to the new curriculum? How can we ensure problem solving remains embedded in the best teaching of mathematics? KS1

Discussion Time

The principal focus of mathematics teaching in lower Key Stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers. Lower KS2

At this stage, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It should ensure that they can use measuring instruments with accuracy and make connections between measure and number. Lower KS2

By the end of Year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work. Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling. Lower KS2

Considering the revised KS2 content, review what CPD is needed over the next twelve months so that staff are ready for the introduction of the new curriculum in September Note that there is quite a bit of what was Y5 and Y6 content now in lower KS2. It may be necessary to include this CPD in your development plan for next year. Implications for schools

The principal focus of mathematics teaching in upper Key Stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio. Upper KS2

At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems.

Upper KS2 Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them.

By the end of Year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages. Pupils should read, spell and pronounce mathematical vocabulary correctly. Upper KS2

Implications Taking account of the new content in the draft, will the teachers working currently with these year groups need support with some aspects of the new curriculum? Probability has been taken out of KS2 and the proposal to include binary number has also been removed.

There are no more levels and the programmes of study relate to the end of key stages. Schools are to develop their own approaches to formative assessment. Ofsted inspections will be informed by whatever tracking data schools choose to keep. Assessment

Schools are free to design their own curriculum and assessment system, but the DFE will provide examples of good practice which schools may wish to follow. See hand-out on the June speech from the Secretary of State. Assessment

Discussion Time

Many schools use published materials to support both teaching and learning. Recently there has been an emphasis on developing structured pedagogical approaches through published materials. Often these resources use the national curriculum levels and as these are no longer to be used this will impact on the usefulness of these resources. A note on published resources

What to do about the time scale The new curriculum starts in September The first tests based on this are planned for September Consider the implications and how best to manage this in your school or academy. If you have mixed year classes you will need a different strategy!

Elements of the current national curriculum for mathematics are disapplied for a time limited period. School have to teach the subject, but not the prescribed programme of study for mathematics from September 2013 for pupils in Y3 and Y4. See paper: Background on disapplication Disapplications

Objectives: As well as other objectives for maths development, you will probably need to include an objective relating to the introduction of the new curriculum for mathematics. School development planning

You could simply have something that says prepare for the introduction of the new National Curriculum for mathematics. Alternatively you could focus on maintaining or improving outcomes for children during the transition to the new National Curriculum for mathematics. The latter approach would possibly make more sense when you consider the related success criteria. SDP - Objective

Schools and academies may wish to allocate funding from the CPD and staffing budgets, as well as considering purchasing additional resources. This could be noted on the planning for implementation sheet. Actions for the development plan

Discussion Time

Provisionally the week after half term this Autumn has been set aside as a maths week for schools to celebrate maths and to engage in a range of mathematical activities. Taking part is up to you, but it could be fun and a great way of lifting the status of maths in your school. Maths Week

What to include in the week is for you to decide with the rest of your team. Perhaps it would be worth floating this idea now to find out what everyone in your team thinks. Please also include the children as they may have views worth taking into account. Maths Week

 Autumn Term Meeting 2013 – Tuesday 8 th October, 2:00pm at venue to be decided.  Spring Term Meeting 2014 – to be arranged Date, time and place of the next headteacher network meetings

There are several videos which have been produced as examples of schools introducing the new national curriculum for mathematics. You can download these to use in your school if you decide to use them with your staff, from the National Centre (NCETM). Introducing the new National Curriculum