1. Mathematics Workshop Sacred Heart Catholic Primary School Wednesday 11 th March 2015

2. Session Outline How is mathematics taught at Sacred Heart? End of Key Stage expectations Curriculum and calculation policy Maths and technology Maths equipment Practical ideas for use at home

3. How do you feel about maths? I was useless at Maths at school…. Maths was boring… The methods confused me…. We’re all rubbish at Maths in my family… …changing attitude towards maths.

4. How do our children feel about maths? I enjoy maths because we take part in competitions. Maths is fun and fascinating. Maths is important for everyday life; so we can tell the time and count money. We need it to know how much money we have. Sometimes maths is boring but I enjoy symmetry. Maths is important because it could be useful in the future, I may need to be good at maths to get a job that I would like to do. To get a decent job you must be good at mathematics.

5. New Curriculum Current Year Group Curriculum 1Curriculum 2014 2Old Primary Framework 3Curriculum 2014 4 5 6Old Primary Framework

6. How do we teach maths? One mathematics lesson a day every day. Lessons are differentiated. On Monday afternoon, children also practice weekly skills and times tables. Friday maths is BIG MATHS. Children get maths homework every week. Children working below age related expectations have additional intervention support.

7. How has maths teaching changed? To give children the chance to explore ways of finding an answer, and being able to explain why it works To give them the key skills needed to solve real world problems and examples To provide opportunities to apply these skills in practical situations Main Elements required: Solid foundation of Place Value (base system) Number bonds Times tables

8. How has maths teaching changed? Five-year-olds will be expected to learn to count up to 100 (compared to 20 under the current curriculum) and learn number bonds to 20 (currently up to 10) Simple fractions (1/4 and 1/2) will be taught from KS1, and by the end of primary school, children should be able to convert decimal fractions to simple fractions (e.g. 0.375 = 3/8) By the age of nine, children will be expected to know times tables up to 12x12 (currently 10x10 by the end of primary school) Calculators will not be introduced until near the end of KS2, to encourage mental arithmetic

9. End of Key Stage 1 Expectations Sample questions from end of KS1 test (2016) 15 + 11 = 45 ÷ 5 = 55 – 17 = - 9 = 8 ¾ of 20 = How many vertices does a square based pyramid have?

10. End of KS2 Expectations Sample questions from end of KS2 test (2016) Please use the squared paper to try and answer these questions. 555+ 656 120 − 15 x 5 = 2376 x 15 = 1652 ÷ 28 =

17. Number Fluency Children should try to get out of the habit of using their fingers to count or use similar slow methods. Children should be able to rapidly recall a large number of facts.

18. Teaching in KS1 Numicon

19. Curriculum and Calculation Policy Children are expected to meet a number of targets by the end of each year to ensure they are on track to meet end of Key Stage expectations. Children may have gaps in their knowledge which need to be addressed. At Sacred Heart we have a calculation policy, This details a number of stages for each operation. Our calculation policy ensures consistency for children.

20. Addition

22. Subtraction

24. Multiplication

26. Division

28. Learning Ladders

29. Maths and Technology Mathletics GL Assessment Apps

30. Practical Equipment Practical equipment is very important when teaching mathematics. It gives children concrete and memorable experiences with many aspects of number, shape and measure. We are very lucky to have such a well resourced school. Please take a few minutes to look at the equipment we have.

31. How to help at home Children will greatly benefit from talking about mathematics and solving problems in their everyday life. Many activities do not require a great deal of time of effort and most can be done without any equipment needed. If you have a few spare minutes you could try any of these ideas…

32. How to help at home Look for numbers and digits in the environment, at home, in the street, out shopping.

33. How to help at home Choose some food items out of the cupboard. Try to put the objects in order of weight, by feel alone. Check by looking at the amounts on the packets.

34. How to help at home Practise telling the time with your child. Use both digital and analogue clocks. Ask your child to be a ‘timekeeper’ (e.g. tell me when it is half past four because then we are going swimming).

35. How to help at home Play ‘ping pong’ to practise complements with your child. You say a number. They reply with how much more is needed to make 10. You can also play this game with numbers totalling 20, 100 or 1000. Encourage your child to answer quickly, without counting or using fingers.

36. How to help at home Go shopping with your child to buy two or three items. Ask them to work out the total amount spent and how much change you will get.

37. 11+ Preparation http://www.11plusforparents.co.uk/Maths/mathsintro.html Algebra basics Fractions Decimals Percentages Time Money Averages Sequences Series Word problems Prime numbers Prime factors Highest common factors Lowest common multiples Distance, speed and time Charts & graphs Angles Coordinates Geometry basics Nets of shapes Symmetry, reflection and rotation Ratios Volume, area and perimeter Probability

38. Thank you! Thank you for coming. Please complete the evaluation form.