81 13 45 72 WELCOME Have a think about this: Which number is the odd one out and why? 81 13 45 72

Parent Information Session New National Curriculum Mathematics

What’s changed? September 2014 saw the introduction of a new National Curriculum AND the removal of the old levelling system (1A/2B/3C etc) The previous curriculum has been replaced with new programmes of study, but most schools are going through a period of transformation from the old to the new. The curriculum ‘must include an assessment system which enables schools to check what pupils have learned and whether they are on track to meet expectations at the end of the key stage’ (DfE)

National Curriculum 2014 – some facts: Statutory from September 2014 No level descriptors Replaced with end of Key stage expectations: end of KS1 (Y1&2); LKS2 (Y3&4); UKS2 (Y5&6) NC covers what is to be taught by the end of each key stage/phase – this is what we assess against Less content BUT increased expectations, especially in Maths and English… which will mean that for many children who may have been working above age expectation in the last curriculum will now be working at the current age expected in the new curriculum (or possibly even below)

An Example of increased expectations… By the end of LKS2 (Y4): Recall multiplication and division facts up to 12x12 Be able to use column addition and subtraction methods These both used to be by end of Y6!

How have we tackled this at Long Whatton? EYFS has separate curriculum as before Broken the curriculum into 3 milestones which covers years 1-6 MS1 Yrs 12 MS2 Yrs 34 MS3 Yrs 56 Each MS broken down into basic learning, advanced learning and deep learning Each of these has 2 stages (so: basic 1, basic 2, advanced 1 advanced 2, deep 1 and deep2) This gives us a scale by we can measure progress Curriculum: Chris Quigley’s – Essentials Assessment: Classroom Monitor

Basic (Paddling) Advancing (Snorkelling) Deep (Diving for Pearls)

Early Years Foundation Stage Expected 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. Exceeding Children estimate a number of objects and check quantities by counting up to 20. They solve practical problems that involve combining groups of 2, 5 or 10, or sharing into equal groups.

Milestone 1 – Years 1 and 2 read, write and interpret mathematical statements involving + – = signs represent and use number bonds and related subtraction facts within 20 add and subtract one-digit and two-digit numbers to 20, including zero solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems (7 - ? = 5) Recall and use addition and subtraction facts to 20 fluently, derive and use related facts up to 100 and know by heart and use 2x, 5x and 10x tables Add and subtract numbers using concrete objects, pictorial representations, and mentally, including: a two-digit number and 1s and 10s 2 two-digit numbers and 3 one-digit numbers Understand that addition of 2 numbers can be done in any order (commutative) and subtraction of 1 number from another cannot Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems

Milestone 2 – Years 3 and 4 Add and subtract numbers mentally, including: A three-digit number and ones, and tens and hundreds Add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction Estimate the answer to a calculation and use inverse operations to check answers Solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction Add and subtract numbers with up to 4 digits using the formal written methods of column addition and subtraction where appropriate Solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why

Milestone 3 – Years 5 and 6 add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction) add and subtract numbers mentally with increasingly large numbers use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why perform mental calculations, including with mixed operations and large numbers use their knowledge of the order of operations to carry out calculations involving the four operations

Breadth/depth of learning: Progression is not simply a matter of ticking off what pupils can do. Instead it is concerned with how well they can do things, their fluency and their depth of understanding. Therefore it is important to track two things: a) the breadth of learning (i.e. how many examples of learning we can see) b) the depth of learning (i.e. the fluency of pupils, how well they apply knowledge and skills and their depth of understanding)

Maths in action! What strategies we currently teach in school for + and - EYFS Early Number Skills and getting ready for milestone 1 – Miss Wood Moving through Milestone 1 – Mrs Kirkwood Moving through Milestones 2/3 – Mrs Collins Demonstrations Please ask questions Handouts that show the progression of strategies – feel free to keep for reference

Main Messages: Fun Fun Fun From concrete to the abstract Early counting and ordering skills Understanding the place value of a digit Understanding what the four operations mean Lots of practice at the processes with easy numbers first to ensure lots of success Learning number fact and tables is crucial Children are human beings not tins of baked beans and we are a school not a factory. They will all develop at different rates, all have natural strengths and things they find harder to do.

Thank you for coming! Same place and same time next week for multiplication and division. Tuesday 17th May 5.30pm

Advancing/Deep learning – how? A move away from pushing forward too quickly. A focus on broadening and deepening learning (Horizontal rather than vertical learning) – want children to achieve all age expectations rather than extending to the next year group We want to move the children on and stretch them but we want them to have a deeper understanding of what they are doing, considering more the use and application of what they know. We want the children to be more independent. We want them to realise that they have some responsibility for their own learning. We aim to help them to become more resilient so they don’t give up when faced with a challenge but try different ways to be successful and solve problems.

Basic/Advancing/Deep Basic: Low level cognitive demand. Involves following instructions: - name, describe, follow instructions or methods, complete tasks, recall information, ask basic questions,use, match, report, measure, list, illustrate, label, recognise, tell, repeat, arrange, define, memorise. Advancing: Higher level of cognitive demand. Involves mental processing beyond recall. Requires some degree of decision making: - apply skills to solve problems, explain methods, classify, infer, categorise, identify patterns, organise, modify, predict, interpret, summarise, make observations, estimate, compare. Deep:Cognitive demands are complex and abstract. Involves problems with multi-steps or more than one possible answer. Requires justification of answers: - solve non-routine problems, appraise, explain concepts, hypothesise, investigate, cite evidence, design, create, prove.