The New Maths Curriculum.

Three Aims  Fluent  Reason Mathematically  Solve Problems

Tonight’s Format Then Now How

New National Curriculum in Year One Evolution not Revolution Year 1 and Year 2

New National Curriculum in Year One Then: levels Now: competent in all aspects How: ideas to support your

Number and place value  Then – Count up to 20 (then 100)  Now – Count up to 100, count back down (from any given number)  How:  First count with your child  then let them do the counting  start from a different numbers as the children become more confident  Remember to practise counting backwards too as this can be forgotten

Number: Fractions  Then – shapes and objects  Now – quantities too  How:  share items at home between groups of 2 and 4  use the vocabulary of half and a quarter to describe what you have done.

Measurement: Coins. Then – No emphasis about coins and notes Now – Recognise and know the different denominations for coins and notes How: Which coins are silver? Which note is the biggest? Which coin has two colours?

Can they work out which coin it is by feeling it?

Opportunity to use money at the shops for coin recognition and also the opportunity to add up some items and select the right money.

Measurement: Time  Then – Use time language to sequence events  Now –  Specifically tell the time to the hour and half past the hour  Draw the hands on a clock face to show these times  How:  Practise looking at clocks on the hour and at half past (set your timer)  draw on the hands on a paper plate clock

Year 2  Then – Levels and SATs  Now – Levels, SATs and New National Curriculum

Number: Number and Place Value Then – Count in steps of 2, 5 and 10; from 0; forwards and backwards Now – Includes counting in steps of 3 How: Count in threes together Colouring every third square on the hundred square

Number: Number and Place Value  Then – Compare and order numbers up to one hundred  Now – Includes (less than) and = (equal) sign

How:

Measurement Then – Measure length, capacity; choose and use appropriate standard units to estimate and measure length Now – as before – now includes height and temperature

How Use thermometer in the house and garden Read weighing scales in the kitchen / bathroom Measure and compare the height of family members Take body temperature

Support Final sentence

The new English Curriculum  What did the old English curriculum look like?  Last year the national curriculum focused on:  Reading:  Reading strategies and reading for information  Speaking and Listening  Writing:  Spelling, handwriting and presentation, composition and punctuation

What is different?  The new national curriculum focuses on similar objectives as the old curriculum, however it has been written in much more depth and with higher expectations. Some of the objectives have been changed slightly and some objectives have been added which include:  Vocabulary, grammar and punctuation  Speaking and listening has become ‘spoken language’

Reading  Reading strategies and reading for information has now become ‘word reading’ and ‘comprehension’ in the new curriculum. Within reading, children should still continue to segment and blend phonemes together and recognise some sounds may have a different spelling but still sound the same. The big change in the new curriculum is children reading books aloud and accurately and to reread these books to build up their fluency and confidence in word reading. The curriculum focuses on an increased emphasis on fluency of reading, as before (in the old national curriculum) re-reading texts and reading them aloud and accurately were not specifically emphasised. Within comprehension, children should continue to focus on understanding the content of the book. However the new curriculum has a big emphasis on listening and discussing what is being read in stories and poems for example.

Year 1 and 2 – word reading  Year 1  Read words with contractions (I’m)  Read aloud books developing their phonic knowledge  Re read books to build fluency and confidence  Year 2  Same as year 1  Continue to read common exception words (tricky words and high frequency words) Listening to your child read aloud and continue to practice phonics

Year 1 and 2 – comprehension  Year 1  Listening and discussing poems, stories etc…  Discussing word meanings  Discussing the significance of title and events  Participate in discussion about what is read to them, taking turns and listening to others  Year 2  Listening and discussing poems, stories etc…  Discussing sequence of events  Discussing and clarifying meanings of words  Discussing favourite words

Spoken Language  Speaking and Listening has now become ‘Spoken Language’. This part of the curriculum focused on speaking, listening, group discussion and interaction and drama. The spoken language section of the curriculum states ‘children should participate in discussions, consider and evaluate different viewpoints, attending to and building on the contributions of others.

Writing  Writing was broken up into 5 sections in the old curriculum:  Composition, planning and drafting, punctuation, spelling and handwriting and presentation.  It has now been broken up into: spelling, handwriting, composition and grammar, vocabulary and punctuation.  The writing part of the curriculum has high expectations for the children and there is a bigger emphasis on spelling and grammar.

Writing - spelling  In year 1 and year 2, children should be able to spell words from a large spelling list with different sounds and phonemes, they should also be able to spell common exception words and apply different spelling rules, e.g. plurals.  Year 1  Use letter banes to distinguish between alternative spellings of the same sound  Apply simple spelling rules – as given  Write from memory simple sentences dictated by the teacher that include words using phonics, common exception words and punctuation taught so far  Children are now also expected to learn a specific set of spellings  Year 2  Learn to spell more words with contracted forms  Apply simple spelling rules – as given  Write from memory simple sentences dictated by the teacher that include words using GPCs, common exception words and punctuation taught so far Learn spellings and support children with the sound of the week given out by the teachers

Writing - handwriting  Handwriting has not changed much within the new curriculum,  Children should still hold a pencil comfortably and correctly, where they should begin to form lower case letters and form capital letters  Year 1  Form digits 0-9  Understand which letters belong to which handwriting families  Year 2  In year 2, they should be able to write capital letters and digits of the correct size, orientation and relationship to one another and to lower-case letters. Continue to practice letter and number formation at home in the same way we teach it at school.

Writing – composition  Similar to handwriting, the new curriculum builds upon the old curriculum in composition, where children should develop there ideas when writing and review their own work.  Year 1  In year 1 there is an emphasis on the children saying out loud what they are going to write about and composing a sentence orally before writing it.  Read aloud their writing clearly enough to be heard by peers and teacher  Year 2  Make simple additions, revisions and corrections to their own writing. This could be done by evaluating their writing with their teacher or other pupils, re-reading to check their writing makes sense and proofreading to check for errors in spelling, grammar and punctuation. Encourage children to write at home if they would like to – don’t force them – then ask them to think about what they want to write by saying it out loud, and once they have written it thinking about how they could change it.

Writing – grammar, vocabulary and punctuation  Out of the whole English curriculum, as teachers we think this has been the biggest change.  Punctuation and vocabulary are still similar to the old curriculum, however there is now a much bigger emphasis on grammar.

Writing – grammar, vocabulary and punctuation