The New Curriculum September 2015

Broad aims embedded in the New Maths Curriculum  that pupils develop mathematical fluency  can reason mathematically  an emphasis on problem-solving throughout  making connections across mathematical ideas  applying knowledge in other subject areas

The Detail Higher expectations overall;  a greater emphasis on arithmetic, and written (as well as mental) methods; No mental arithmetic tests, replaced by written arithmetic tests for 7 and 11 year olds  more importance on interpreting data rather than representing data  a steer away from use of calculators until the later primary years. No calculator tests

Maths Curriculum 2014 Number +,-,x,/ also fractions, measurement Geometry Properties of 2D and 3D shapes / position, direction & movement Statistics Constructing charts & interpreting data Statistics Constructing charts & interpreting data

Throughout and underpinning these strands is using and applying word problems, real-life connections and cross curricular opportunities Developing a depth to learning and ‘mastery’ in maths

Progression in Calculating Aims of the Curriculum To form a ‘spine’ or ‘core’ set of methods which every child will experience and can be built upon. To ensure that children are experiencing an approach which builds on their understanding. To ensure that all children experience a consistent approach. Newlands’ own Progression Document…

Year 1Year 2Year 3 + = signs and missing numbers Children need to understand the concept of equality before using the ‘=’ sign. Calculations should be written either side of the equality sign so that the sign is not just interpreted as ‘the answer’. 2 = = Missing numbers need to be placed in all possible places = = = 7 7 = + 4 Counting and Combining sets of Objects Combining two sets of objects (aggregation) which will progress onto adding on to a set (augmentation) Understanding of counting on with a numbertrack. Understanding of counting on with a numberline (supported by models and images) Towards a Written Method Represent and use number bonds and related number facts within 20 Missing number problems e.g = = = It is valuable to use a range of representations (also see Y1). Continue to use numberlines to develop understanding of: Counting on in tens and ones = = = 35 Partitioning and bridging through 10. The steps in addition often bridge through a multiple of 10 e.g. Children should be able to partition the 7 to relate adding the 2 and then the = 15 Adding 9 or 11 by adding 10 and adjusting by 1 e.g. Add 9 by adding 10 and adjusting by = 44 Towards a Written Method Partitioning in different ways and recombine Leading to exchanging: 72 Expanded written method = = = 72 Missing number problems using a range of equations as in Year 1 and 2 but with appropriate, larger numbers. Partition into tens and ones Partition both numbers and recombine. Count on by partitioning the second number only e.g = = = = 372 Children need to be secure adding multiples of 100 and 10 to any three-digit number including those that are not multiples of 10. Towards a Written Method Introduce expanded column addition modelled with place value counters (Dienes could be used for those who need a less abstract representation) Leading to children understanding the exchange between tens and ones. Some children may begin to use a formal columnar algorithm, initially introduced alongside the expanded method. The formal method should be seen as a more streamlined version of the expanded method, not a new method. Addition

Recording of calculations takes place throughout KS1 and KS2 Development of formal written calculation methods follows development of mental methods By end of Year 4, children should have a reliable written method for tackling all four operations (Columnar addition and subtraction) By the end of Year 4, they need to be secure in their times tables

Good Practice in Calculation  Establish mental methods, based on good understanding of place value in numbers and tables facts.  Gradually refine the written record into a more compact standard method.  Extend to larger numbers.  Ensure that mental approximations are carried out before written methods are used.  Once written methods are introduced, keep mental skills sharp by continuing to develop and apply them to appropriate examples. Encourage children always to use mental methods as a first resort.

English (formerly known as Literacy) Continued focus on quality writing Grammar objectives for all year groups Focus on reading for pleasure Read a broad range of authors and text types Reciting poetry Required spelling wordlists to be taught

KS1 English Continued focus on phonics Additional spelling sessions Greater focus on handwriting

KS2 English Terminology of grammar Statutory spellings (higher expectations) In reading comprehension, focus on authorial intent (PEE technique) Point Evidence Explanation Historical texts

Let’s have a go at some ESPG… Question 1 Complete the noun phrase about the school. The __________, ____________ school.

Let’s have a go at some ESPG… Question 2 Which word shows what Ricky did? Circle one word. Ricky shouted loudly so that his friends could hear him.

Let’s have a go at some ESPG… Question 2 Which word shows what Ricky did? Circle one word. Ricky shouted loudly so that his friends could hear him.

Let’s have a go at some ESPG… Question 3 Fill in the gaps in the sentence below, using the past progressive form of the verbs in the boxes. While I __________ in the park, my mum _____________ my sister on the swing. to play to push

Let’s have a go at some ESPG… Question 3 Fill in the gaps in the sentence below, using the past progressive form of the verbs in the boxes. While I was playing in the park, my mum was pushing my sister on the swing. to play to push

Let’s have a go at some ESPG… Question 4 Put a cross in each row to show the type of noun in each sentence. SentenceAbstract noun Collective noun Common noun Proper noun Jo picked up the bundle of papers. Justice has been done. They saw a zebra at the zoo.

Let’s have a go at some ESPG… Question 4 Put a cross in each row to show the type of noun in each sentence. SentenceAbstract noun Collective noun Common noun Proper noun Jo picked up the bundle of papers. X Justice has been done. X They saw a zebra at the zoo. X

Assessment KS1 Combination of teacher assessments and national tests (marked in school) for Reading, Writing and Maths Inclusion of a Spelling, Punctuation and Grammar test for Y2 in 2016 Phonics screening in Y1 will continue

Assessment KS2 National tests (externally marked) for Reading, ESPG (English, Spelling, Punctuation and Grammar) and Maths Writing will remain as a teacher assessment