Maths and the new curriculum Tuesday 22 nd September 2015 St Wilfrid’s CE Primary School

 Understand the background to the recent changes to the new national curriculum in maths.  Understand what your child is expected to know at the end of their year group and how this has dramatically changed.  Understand the main changes to the new curriculum.  Understand the changes to the way we are teaching maths across the school  Know the types of questions children have to answer in homework and the objectives they will be focusing on  Know how you can help your child achieve by helping at home. By the end of the session…….

 “ Our Primary Curriculum in maths and science focuses insufficiently on key elements of knowledge and is not demanding enough.” – DFE (2013)  “The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.” - National Curriculum for Maths Sept 2014 Why a new curriculum?

 In mathematics there will be greater rigour. There is a greater emphasis on arithmetic and the promotion of efficient written methods of long multiplication and division (only when the foundations have been embedded). There will also be more demanding content in fractions, decimals and percentages. The New Curriculum

 Raising attainment and heightening expectations. – benchmarked against age related expectations in other ‘high performing’ nations.  Deeper learning rather than superficial learning- focusing on the breadth and depth of knowledge  Removal of levels to help this. Children's achievement will be measured as emerging, expected and exceeding end of year expectations.  All children mastering calculation with confidence.  More time on fewer topics.  Current Years 1 and 5 will be the first year groups to be assessed in Year 2 and 6 SATS on the new curriculum.  Current Year 3 have only changed to the new curriculum this September so they will have a bigger jump to make.  Focus on Fluency, reasoning and solving problems. Principles underlying Curriculum 2014 in maths

 Based on three strands, which should underpin all mathematics…  FLUENCY: in the fundamentals of mathematics, through varied and frequent practise with increasingly complex concepts over time;  REASONING: conjecturing relationships and generalisations; developing an argument, justification or proof using mathematical language;  PROBLEM SOLVING: applying their mathematics to a range of problems with increasing sophistication. The New Curriculum and its aims:

 Applies to all subjects  Attainment no longer given as a numerical ‘level’ such as Level 2,3 or 4  Attainment measured as…….  EMERGING towards end of year group expectations  At EXPECTED year group expectations  EXCEEDING end of year group expectations Assessing without levels

 ‘old’ levels do not equate to new emerging/expected/exceeding statements.  This is because the new maths curriculum content per year group is different – some things have been added and some things taken away.  The end of year expectations are more challenging. Higher expectations. Assessing without levels

End of year statements

New Maths Curriculum Expectations What does your child need to know by the end of each year group?

 The new curriculum has been designed to ensure that teachers spend more time on fewer topics;  This should mean that ‘deep learning’ rather than ‘superficial learning’ takes place;  Children’s learning will be extended in depth within their own year group’s expectations rather than moving onto another year’s expectations;  Children need to achieve all their year group’s objectives in order to be at ‘expected’ level. Fewer Things; Greater Depth

 Although there are fewer objectives to cover in a year, many of these objectives are more difficult, with many being moved ‘down’ from a higher year group.  The expectation is that more time is spent on these objectives to ensure ‘deep learning’ takes place  A full list of the statements, objectives and major changes for each can be found on the tables and is also on the school website under Curriculum Maths Information  Examples of new content introduced at different year groups are as follows… Higher Expectations

 There are earlier and more challenging requirements for multiplication tables, which have been increased to 12x12.  The curriculum has clear expectations around written methods in addition to mental methods.  There is an earlier and more challenging requirement for fractions and decimals.  There is an increased requirement for pupils to use formulae for volume and to calculate the area of shapes other than squares and rectangles.  Probability has been removed from the primary curriculum.  There is an increased requirement for understanding of proportional reasoning – for example through volume and calculations with fractions.  Financial education has been reinforced, with a renewed emphasis on essential numeracy skills, using money and working with percentages. Key Changes - overview

 The curriculum has a strong steer that the use of calculators should be restricted until the later years of primary.  There is a greater emphasis on the use of large numbers, algebra, ratio and proportion at an earlier age than in the current documentation.  Roman numerals have been introduced in the Year 3 curriculum.  There is a focus on counting beyond whole numbers, eg, decimals, fractions.  Abstract symbols have been introduced in Year 1.  Data handling has decreased, but the curriculum makes more reference to interpretation of data. Key Changes - overview

 Number - higher expectation for counting – to and across 100 orally, forwards and backwards. Higher expectation for recall of number bonds – not just pairs that total 20 but all number bonds within 20. Read and write numbers to 20 in words as well as numerals. One step problems involving multiplication and division using arrays and pictorial representations.  Fractions – find and name halves and quarters of objects and numbers.  Measurement – much more specific vocabulary across different types of measurement. Recognising values of different denominations of coins and notes.  Geometry – children should describe position, direction and movement in whole, half, quarter and three quarter turns Year 1 Key Changes

 ‘Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number (previously a Year 2 Objective);  Represent and use number bonds and related subtraction facts within 20 (previously a Year 2 objective);  Measure and begin to use volume (not in any previous primary curriculums);  Describe position, direction and movement, including three-quarter turns (previously a Year 2 objective). Year 1 Examples

 Number: counting forwards and backwards in 1s, 2s, 3s, 5s and 10s. Children are still expected to mentally calculate a 2 digit number and ones and a 2 digit number and 10s and using objects and pictorial representations adding two 2 digit numbers and two 3 digit numbers. Term ‘commutative’ introduced ie. a+b = b+a, and a x b = b x a (to be understood by teachers, term not expected to be used with children).  Fractions: Children expected to find halves, quarters, two quarters, three quarters, and one third of a length, shape, set of objects or quantity. Children should write simple fractions example ½ of 6 = 3 and recognise the equivalence of 2/4 and ½.  Measurement: specific indications of standard units for measurement.  Geometry: arrange combinations of mathematical objects in patterns and sequences (early algebra).  Statistics: Using tally charts is stipulated. Year 2 Key Changes

 Recognise, find, name and write the fraction 1/3 of a length, shape, set of objects or quantity (previously a Year 3 objective);  Estimate and measure temperature (in ºC) - previously a Year 3 objective;  Tell and write the time to five minutes (previously a Year 3 objective). Year 2 Examples

Comparison of examples: ( Old Year 2 SATS)

Comparison of examples: ( New Year 2 SATS) Both of these questions come from the old curriculum. One from Year 3 and one from Year 4.

 Number – counting forwards and backwards in multiples of 2,3,4,5,8,10,50 and 100. Children are expected to count forwards and backwards in tenths. Compare and order numbers up to 1000 (as opposed to at least to 1000). Add and subtract mentally (one and two digit numbers before) three digit number and ones, three digit number and tens, three digit number and hundreds. Use formal written methods of columnar addition and subtraction. Recall and use multiplication and division facts for 1,2,3,4,5,8,10, times tables. Using mental and progressing to formal written methods for multiplying and dividing two digit numbers.  Fractions: Add and subtract fractions with the same denominator within one whole ie. 5/7 + 1/7 = 6/7. Compare and order unit fractions with the same denominator.  Measurement – measuring perimeter of simple 2D shapes. Telling time using Roman Numerals from I to XII and using the 24-hour clock. Telling the time to one minute intervals (five previously). Know the number of seconds in a minute, days in each month, year and leap year. Year 3 Key Changes

 Count in multiples of 8 (previously a Year 4 objective);  Add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction (previously a Year 4 objective);  Add and subtract fractions with the same denominator within one whole (e.g. 5/7 + 1/7 = 6/7) – not in any previous primary curriculums;  Roman numerals from I to XII (not in any previous primary curriculums);  Measure the perimeter of simple 2-D shapes (previously Year 4);  Tell and write the time from an analogue clock, including am/pm, the 24hr clock and reading time to the nearest minute (from Y4). Year 3 Examples

 Number – counting in multiples of 6,7,9,25 and Counting up and down in hundredths. Finding 1000 more/less than a given number. Read Roman numerals to 100 (l to C) and know that over time, the numeral system changed to include the concept of zero and place value. Use formal written methods of columnar addition and subtraction where appropriate. Recall all multiplication facts up to 12 x 12 (was 10 x 10). Specifies multiplying by zero and 1. Recognise and use factor pairs in calculation ie. 24 = 12 x 2, 6 x 4, 8 x 3. Multiply two digit and three digit numbers by a three digit number. Distributive law mentioned – ie. 39 x 7 = 30 x x 7. Rounding decimals with one decimal place to the nearest whole number.  Fractions: Add and subtract fractions with the same denominator Year 4 Key Changes

 Geometry – Identify acute and obtuse angles and compare and order angles up to two right angles by size. Identify lines of symmetry in 2-D shapes presented in different orientations. Describe movements between positions as translations of a given unit to the left/right and up/down. Describe positions on a 2D grid as coordinates in the first quadrant (moved to year 4 from year 5).  Statistics – Interpret and present discrete and continuous data using appropriate graphical methods including bar charts and time graphs. Year 4 Key Changes

 Recall all multiplication and division facts for multiplication tables up to 12 x 12 (previously a Year 5 objective, which was up to 10 x 10);  Count backwards through zero to include negative numbers (previously a Year 5 objective);  Read Roman numerals to 100 (I to C) – not in any previous primary curriculums;  Add and subtract fractions with the same denominator (not in any previous primary curriculums);  Round decimals with one decimal place to the nearest whole number (previously a Year 5 objective). Year 4 Examples

 Number – Read, write, order and compare numbers to at least 1,000,000 and determine value of each digit.  Count forwards and backwards in steps of powers of 10 for any given number up to 1,000,000.  Round any number up to 1,000,000 to the nearest 10, 100, 1000, 10,000 and 100,000.  Read Roman Numerals to 1000 (M) and recognise years written in Roman Numerals.  Add and subtract whole numbers with more than 4 digits, including using formal written (columnar addition and subtraction).  Children should identify multiples and factors, including finding all factor pairs of a number and common factors of two numbers. Year 5 Key Changes

 Know and use vocabulary of prime numbers, prime factors and composite (non prime) numbers. Establish whether a number up to 100 is prime and recall prime numbers up to 19.  Multiply numbers up to 4digits by a one or two digit number using a formal written method, including long multiplication for two digit numbers.  Divide numbers up to 4 digits by a one digit number using the formal written method of short division and interpret remainders appropriately for the context.  Recognise and use square numbers and cube numbers, and the notation for squared ² and cubed ³. Solve problems involving multiplication and division including using their knowledge of factors, multiples, squares and cubes.  Multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams. Year 5 Key Changes

 Read Roman numerals to 1000 (M) and recognise years written in Roman numerals (not in any previous primary curriculums);  Know and use the vocabulary of prime numbers, prime factors and composite (non-prime) numbers; establish whether a number up to 100 is prime and recall prime numbers up to 19 (previously Y6);  Recognise cube numbers and the notation (³);  Multiply proper fractions and mixed numbers by whole numbers (not in any previous primary curriculums). Year 5 Examples

 Number – Read, write, order and compare numbers up to 10,000,000 and determine digit values.  Multiply four digit by two digit whole numbers using formal method of long multiplication.  Divide numbers up to 4 digits by a two digit whole numbers using the formal written methods of short and long division.  Multiplying simple pairs of proper fractions ie. ¼ x ½.  Ratio and Proportion –solve problems involving similar shapes where the scale factor is known or can be found.  Algebra (everything). Use simple formulae, generate and describe linear number sequences, express missing number problems algebraically, find pairs of numbers that satisfy an equation with two unknowns, enumerate possibilities of combinations of two variables.  Measurement – Recognise that shapes with the same areas can have different perimeters and vice versa. Calculate the area of parallelograms. Calculate, estimate and compare volume of cubes and cuboids, cm³, m³ and mm³ and km³. Year 6 Key Changes

 Read, write, order and compare numbers up to (not in any previous primary curriculums);  Multiple / divide 4 digits by a 2-digit number using the formal written methods (not in any previous primary curriculums);  Add and subtract fractions with different denominators and mixed numbers; multiply simple pairs of proper fractions; divide proper fractions by whole numbers (not in any previous primary curriculums);  Calculate the area of parallelograms; calculate, estimate and compare volumes of cubes and cuboids using standard units (cm³/m³) - not in any previous primary curriculums;  Illustrate and names parts of circles, including diameter, radius and circumference (not in any previous primary curriculums). Year 6 Examples

Year 6 examples (Old curriculum)

Year 6 examples ( New curriculum)

 Fluid setting  TA used to support children more often- more flexibility  Vary from week to week  Using and applying sessions E.g., in order to strengthen 4 rules of number children could be given a budget and asked to plan a party for X amount of people. They could use catalogues to find the price of items for a party bag, menus to find out prices of sandwiches etc. Then they could be asked to work out the price per head etc.…  Flexibility to stretch and support individuals/ groups Changes to the way we teach

Homework: old weekly skills

Homework: new weekly skills

 There are a variety of methods we have previously taught children to use when calculating, using the four arithmetic operations;  The strategies we use will not change instead they will just be taught sooner so that children get a better grasp of each method.  Mental maths test changed to Arithmetic test- 30 minutes to answer straight forward arithmetic questions: see example. Children need to be secure with the methods. Calculation Strategies

COLUMN ADDITION Introduced at Year 3

COLUMN SUBTRACTION Introduced at Year 3

MULTIPLICATON ‘ Short’ introduced at Year 3 ‘Long’ introduced at Year 6

DIVISION ‘Short’ introduced at Year 3 ‘Long’ introduced at Year 6 Examples of all of these strategies are on the school website in the progression in calculation section.

 ‘Real-life’ maths – counting money, telling the time, weighing ingredients, capacity, measuring objects;  Times tables (up to 12 x 12 by the end of Year 4) and associated division facts, e.g. 6 x 7 = 42, therefore 42 ÷ 7 = 6, etc.;  Websites – please take a leaflet which has a few suggestions of websites your child could use to support their maths.  Support your child with their homework and please talk to the class teacher about any concerns. How You Can Help

To help your child develop a good understanding of number we ask you to use every opportunity to bring in counting and exploring number in every day life. For example:  Play fun board games with your children like dominoes, snakes and ladders, snap, connect 4, uno, battleships, Cranium, Guess Who?  Practise all the multiplication tables or play multiplication songs (up to 12 multiplication table).  Practise counting in different groups of number.  If you are following recipe, ask…If this recipe is for 4 people, how many ingredients do we need for 8? Helping your child with Maths

 Encourage your child to handle money. Ask questions...If there is 10% off, how much is the new price? Compare money off deals e.g. buy one get one half price and ask...How much cheaper is the deal?  Encourage children to have savings and to manage their own money.  When planning DIY ask...How many tins of paint will we need? How long/wide do the new curtains need to be?  Other ideas...If the film starts at 7.45pm and is 120 minutes long, when will it finish?  Explore bus time tables...What bus do you need to get to arrive at school on time?  Quick fire mental number recall (ping pong) Helping your child with Maths

On the table at the back are examples of:  Weekly skills homework  Year group maths statements ( these are stuck in children’s books)  Sample Year 6 and Year 2 arithmetic tests  Websites to use to help your child at home Examples

 On the school website you will be able to find:  The progression in calculation policy  The statements for each year group  Maths support  Times tables support  Times tables and number bond policy  Changes to the maths curriculum for each year group School website:

Thank you for coming and your continued support. ANY QUESTIONS?