1. Year 6 Maths and Assessment Information Session- 2015

2. Working together to prepare your child for their future. September 2014 brought with it huge changes in the educational landscape. Primary and Secondary Teaching Curriculums have changed. Assessment systems/ tests have changed. Current Year 6 children are the first to be assessed against the new Curriculum; the New Curriculum was introduced at the start of their Year 5 education.

3. The New Maths Curriculum More demanding for children. The content and principles underpinning the 2014 mathematics curriculum reflect those found in high performing education systems internationally, particularly those of east and south-east Asian countries such as Singapore, Japan, South Korea and China.

4. A mastery curriculum can be contrasted with other approaches, such as a spiral curriculum which requires pupils to move through the curriculum at a pre-determined pace, often changing units quickly because it is time to move on, rather than because the students have understood the content contained within the module. See Handout

5. The Changing Landscape

6. What is meant by teaching for depth? “ Pupils who grasp concepts rapidly should be challenged through rich and sophisticated problems before any acceleration through new content. Those pupils who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.”

7. What is fluency, reasoning and problem solving?

8. Fluency

9. Reasoning Focused mathematics talk is central. Children reason mathematically by following a line of enquiry, thinking about relationships and generalisations, developing an argument and justifying or providing a proof using mathematical language.

10. Odd one out Which is the odd one out? Why? 6, 15, 28, 36, 66 Is it always, sometimes, or never true that the larger the number, the more factor pairs it has?

11. Problem Solving Children 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.

12. Ben spent 2⁄ 5 of his money on a CD. The CD cost £10. How much money did he have at first?

13. SATs 2016 End of KS2 – Y6 Paper 1: Arithmetic (max. 30 marks, 30 mins) Paper 2 and Paper 3: Mathematical fluency, solving problems and reasoning (max. 40 marks per paper, 40 mins per paper)

14. Arithmetic and not mental maths paper

15. How we are supporting your child

16. Explicit learning of multiplication tables is important in the journey towards fluency and contributes to quick and efficient mental calculation How you can help Little and OFTEN

17. Tables APPs Lots out there and they are fun and visual

18. Praise learning attitudes such as effort and persistence. Celebrate mistakes as they are crucial for learning. Reinforce a growth mind-set. We use the phrase, ‘I cannot do it YET!’ and challenge the children when they say ‘I cannot do it. ’ A fixed mind-set can limit learning.

19. How you can help

20. Remember:

21. Year 6 Maths and Assessment Information Session- 2015