1. Implications for assessment of changes in the Maths curriculum.

2. Change of ethos Major change to focus much more on number throughout. Many topics have been moved down one or two years so some topics are being introduced at a much earlier age. Some topics have been moved into KS3. In general there are fewer topics but greater depth of understanding is expected. We are not now expected to move children on above age related expectations but instead encourage deeper learning and application of knowledge.

3. In-house assessment We use a range of assessments to inform how we plan for the needs of individuals. Can be formal testing or often observed practical work. On the basis of such assessments, interventions are planned and delivered to address gaps in knowledge. Half termly assessment used to identify what areas need to be covered again.

4. Key changes to the content of the maths curriculum In year 1 children are now additionally expected to count to 100 and … use numerals to express those numbers recall number bonds to 20 Data handling is now removed from year 1 to enable time to be spent consolidating number.

5. Key changes to the content of the maths curriculum In year 2 children are now additionally expected to find fraction of quantities begin to recognise when fractions are equivalent add two two-digit numbers add 3 one-digit numbers using informal written methods Work on shape has been extended to describe edges, vertices and faces.

6. Changes at Key Stage 2 In year 3 children are now additionally expected to use formal written methods of addition and subtraction for 3 digit numbers use decimals for tenths use 24 hour clock (previously in year 5) read Roman numerals in the context of the analogue clock.

7. In year 4 children are now additionally expected to master all tables to 12x12 recognise and use factor pairs use decimal numbers up to two places recognise how dividing numbers by 10 and 100 creates decimal numbers to read Roman numerals to 100

8. In year 5 children are now additionally expected to use decimal numbers up to 3 decimal places recognise when numbers to 100 are prime numbers recognise square and cube numbers multiply and divide 4 digit numbers using formal written methods, including long multiplication and short division

9. In year 6 children are now additionally expected to understand radius and diameter of shapes use formulae for area and volume of shapes calculate the area of triangles and parallelograms use formal written methods for long multiplication and division There is now further work in early algebra too.

10. Assessment implications No longer emphasis on mental maths skills. Replaced with significant emphasis on arithmetic and the learning of, and proficiency in the use of, formal written methods. Many of the tests will assess the method chosen regardless of the answer given – must learn to show working out! The emphasis on number will be a challenge for some of our children who could previously score on work on data and graphs. There are gaps caused by things having been moved between year groups. We are identifying and covering these but this is an additional challenge for some. Many will be seen as working towards their year end expectations as the bar has been raised throughout.