1. Maths at Mount Hawke
and the new curriculum.

2. The 2014 national curriculum for mathematics has
been designed to raise standards in maths, with the
aim that the large majority of pupils will achieve
mastery of the subject.
“By raising standards in basics such as reading,
grammar, fractions and basic scientific concepts,
children will be equipped to do more advanced work
once they start secondary school.”

3. The curriculum is broken down into:
• Number
– Number and place value
– Addition and subtraction
– Multiplication and division
– Fractions, decimals and percentages
•Measures
– Measurement
• Geometry
– Properties of shape
– Position and direction
• Statistics

4. Key changes to the New National Curriculum – Maths
Five-year-olds will be expected to learn to count up to 100 (compared to 20 previously) and learn number bonds to 20 (currently up to 10)
Simple fractions (halves and quarters) will be taught from Key Stage One and by the end of primary school children should be able to convert decimal fractions to simple fractions (e.g = 3/8)
By the age of nine, children will be expected to know tables up to 12 x 12 (previously 10 x 10 by the end of primary school)
Calculators will not be introduced until near the end of KS2, to encourage mental arithmetic
Children will be taught formal written strategies of vertical long multiplication and long division when they are secure with the standard written methods we currently teach
The ability to solve mathematical problems is a key skill which runs through all strands of the new curriculum

6. Achieving ‘mastery’ of particular topics and areas of maths
Mastery is not just being able to memorise key facts and procedures and to answer test questions accurately and quickly.
It involves knowing why as well as knowing that and knowing how.
It means being able to use your knowledge appropriately, flexibly and creatively and to apply it in new and unfamiliar situations.

7. Developing Fluency
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.

8. Developing Fluency Mathematical reasoning
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.
Mathematical reasoning
Pupils reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.

9. Developing Fluency
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.
Mathematical reasoning
Pupils reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
Problem solving
• 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.
• This could mean starting rather than ending, a topic with a problem, and whether problems provide a suitable context for learning, developing and securing new
concepts.

10. Ready to progress
The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. When
to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next
stage.

11. Pupils who grasp concepts rapidly should be challenged through rich and sophisticated problems before any acceleration through new content.

12. Those pupils who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.

13. How you can support your child at home?
 Look for and talk about numbers in the
environment
 Play games
 Shopping and giving change.
 Number bonds for 10, 20, 100
 Times tables
 Cooking
 Telling the time and reading timetables

14. How to help at home Play Games
• Playing number games, including board games like Snakes and Ladders, has been proven by research to increase children’s understanding of relative number size as well as counting.