The new maths curriculum in KS1 Sellincourt Primary School November 2014

Aims An introduction to key themes and mathematical concepts in the new primary maths curriculum Key changes in years 1 and 2 How can I support my child at home?

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)

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

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)

Some key changes in Year 2 more emphasis on the mental mathematics expectations 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.

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.

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.

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

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

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

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

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

Representations in Calculations

How can you help your child?

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