1. UKS2 Maths Curriculum Evening
Monday 10th October

2. Overview End of year expectations How do we teach maths? Big Maths
Chilli Challenges
Mastery
Aims of the curriculum
SATs
Growth Mindset
How can you help?
Questions

3. End of Year Expectations
Taken from the National Curriculum
Minimum expectation
8 areas for Year 5
9 areas for Year 6
Handouts

4. How Do We Teach Maths? Mixed ability morning groups
Taught within their year group
It is taught for 80 minutes every morning
All children stay in the classroom and receive the same input which is age related.
Same Day Interventions take place to plug gaps in knowledge
Booster sessions for Year 6

5. Why aren’t we setting for maths?
For the children identified as ‘mathematically weak’:
They are aware that they are being given less-demanding tasks, and this helps to fix them in a negative ‘I’m no good at maths’ mindset.
Because they are missing out on some of the curriculum, their access to the knowledge and understanding they need to make progress is restricted, so they get further and further behind, which reinforces their negative view of maths and their sense of exclusion.
Being challenged (at a level appropriate to the individual) is a vital part of learning. With low challenge, children can get used to not thinking hard about ideas and persevering to achieve success.
For the children identified as ‘mathematically able’:
Extension work, unless very skilfully managed, can encourage the idea that success in maths is like a race, with a constant need to rush ahead, or it can involve unfocused investigative work that contributes little to pupils’ understanding. This means extension work can often result in superficial learning. Secure progress in learning maths is based on developing procedural fluency and a deep understanding of concepts in parallel, enabling connections to be made between mathematical ideas. Without deep learning that develops both of these aspects, progress cannot be sustained.
Being identified as ‘able’ can limit pupils’ future progress by making them unwilling to tackle maths they find demanding because they don’t want to challenge their perception of themselves as being ‘clever’ and therefore finding maths easy. 

6. How Do We Teach Maths?

7. How Do We Teach Maths?

9. What is Big Maths?
Big Maths is a teaching method created by Ben Harding that embraces the logical nature of maths, translating it into simple Steps and Progress Drives. This makes progress easy and fun for both children and teachers giving all pupils the opportunity to achieve.

10. Progress Drives
 When we come to teach mathematics to children we break it down into very small manageable steps, teach each step in isolation, and then put it back together again. We are connecting each step to related surrounding steps as we go and showing the children how to use and apply existing skills and knowledge in new situations as well as developing the reasoning to justify this.

11. CLIC Sessions 20 minutes each day before the main maths lessons
They help the children to acquire the basic mathematical skills that they need (Core Numeracy)
4 areas: Counting, Learn Its, It’s Nothing New & Calculation

12. CLIC Session
Counting C
Learn Its L
Its Nothing New I
Calculation C

13. CORE Numbers – Step 8

15. CORE Numbers Remember to: order the numbers by their whole numbers
then – if they have the same whole number – order by the ‘tenths’ digit
then – if they have the same ‘tenths’ digit – order by the ‘hundredths’ digit.
then - if they have the same ‘hundredths’ digit – order by the ‘thousandths’ digit.
The RTs for this step!

16. Get your whiteboards ready!!

17. CORE Numbers 8.453 8.457 Order these numbers. Remember to: 8 ones
order the numbers by their whole numbers
then – if they have the same whole number – order by the ‘tenths’ digit
then – if they have the same ‘tenths’ digit – order by the ‘hundredths’ digit.
then - if they have the same ‘hundredths’ digit – order by the ‘thousandths’ digit.
8.453
8.457
8 ones
Order these numbers.

18. CORE Numbers 8.453 8.457 Order these numbers. Remember to: 8 ones
order the numbers by their whole numbers
then – if they have the same whole number – order by the ‘tenths’ digit
then – if they have the same ‘tenths’ digit – order by the ‘hundredths’ digit.
then - if they have the same ‘hundredths’ digit – order by the ‘thousandths’ digit.
8.453
8.457
8 ones
Order these numbers.

19. CORE Numbers 8.453 8.457 Order these numbers. Remember to:
order the numbers by their whole numbers
then – if they have the same whole number – order by the ‘tenths’ digit
then – if they have the same ‘tenths’ digit – order by the ‘hundredths’ digit.
then - if they have the same ‘hundredths’ digit – order by the ‘thousandths’ digit.
8.453
8.457
Order these numbers.

20. CORE Numbers 8.453 8.457 Order these numbers. Remember to:
order the numbers by their whole numbers
then – if they have the same whole number – order by the ‘tenths’ digit
then – if they have the same ‘tenths’ digit – order by the ‘hundredths’ digit.
then - if they have the same ‘hundredths’ digit – order by the ‘thousandths’ digit.
8.453
8.457
Order these numbers.

21. CORE Numbers 8.453 8.457 Order these numbers. Remember to:
order the numbers by their whole numbers
then – if they have the same whole number – order by the ‘tenths’ digit
then – if they have the same ‘tenths’ digit – order by the ‘hundredths’ digit.
then - if they have the same ‘hundredths’ digit – order by the ‘thousandths’ digit.
8.453
8.457
Order these numbers.

22. CORE Numbers 8.453 8.457 8.457 > 8.453 8.457 is more than 8.453
Remember to:
order the numbers by their whole numbers
then – if they have the same whole number – order by the ‘tenths’ digit
then – if they have the same ‘tenths’ digit – order by the ‘hundredths’ digit.
then - if they have the same ‘hundredths’ digit – order by the ‘thousandths’ digit.
8.453
8.457
8.457 is more
than 8.453
How do you know?
8.457 > 8.453
Order these numbers.

23. CORE Numbers 8.453 8.457 8.453 < 8.457 8.453 is less than 8.457
Remember to:
order the numbers by their whole numbers
then – if they have the same whole number – order by the ‘tenths’ digit
then – if they have the same ‘tenths’ digit – order by the ‘hundredths’ digit.
then - if they have the same ‘hundredths’ digit – order by the ‘thousandths’ digit.
8.453
8.457
8.453 is less
than 8.457
How do you know?
8.453 < 8.457
Order these numbers.

24. Get your whiteboards ready!!

25. CORE Numbers 2.233, 2.236, 2.238, 2.24 Order these numbers. 2 + 0.233
3 – 0.762
Double 1.12
223.6 ÷ 100
2.233
2.238
2.24
2.236
2.233, 2.236, 2.238, 2.24
How do you know?
Order these numbers.

26. CORE Numbers < < < 2.233 2.236 2.238 2.24
3 – 0.762
Double 1.12
223.6 ÷ 100
2.233
2.238
2.24
2.236
How do you know?
<
<
<
Order these numbers.

27. CORE Numbers > > > 2.24 2.238 2.236 2.233
3 – 0.762
Double 1.12
223.6 ÷ 100
2.233
2.238
2.24
2.236
How do you know?
>
>
>
Order these numbers.

28. Learn Its L

29. Get your whiteboards ready!!

30. A B
11x3
3x7

31. 33 21

32. A B
15÷3
27÷3

33. 5 9

34. A B
4x300
9x0.3
Changing the ‘thing’!
This is
more challenging!

35. 2.7
1200

36. The PIM Principle POM’s Words Jigsaw Numbers Coin Multiplication
Its Nothing New I
The PIM Principle
POM’s Words
Jigsaw Numbers
Coin Multiplication
Where’s Mully?
Smile Multiplication

37. Its Nothing New I

38. Jigsaw Numbers
It’s Nothing New!

39. Remember to:
Make the ones digit total 10
Make the tens digit total 9

40. Let’s play a game!
I will show a number and I want you to tell me the missing piece to 1000

41. Get your whiteboards ready!!!

42. Get your whiteboards ready!!!

43. How many more do we need to make 1000?
365

44. Because… 4 3 6 5
635 4 6 3 5
= 900
= 100

45. Get your whiteboards ready!!!

46. How many more do we need to make 1000?
817

47. Because… 4 8 1 7
183 4 1 8 3
= 900
= 100

50. Calculation C
F is for Full: We start off with a full written method that is high on understanding.
A is for Abridged: Now we take the writing away, gradually, over time...training the brain to hold numbers in the head.
B is for Brain: Finally the child is left with the ability to solve the question with nothing except their mind!

51. CLIC Tests We complete a CLIC test every Friday morning.
We focus on beating our score each week.

52. Learn Its Test We complete a Learn Its test every Friday morning.
We focus on beating our score each week.

53. Learn Its Test

54. Chilli Challenges Self-selected activities
Increasing in difficulty but working on the same objective

55. Chilli Challenges

56. Mastery
Employing a mastery approach exposes almost all of the children to the same curriculum content at the same pace, allowing them all full access to the curriculum by focusing on developing deep understanding and secure fluency with facts and procedures, and providing differentiation by offering rapid support and intervention to address each individual pupil’s needs. 

57. The 3 aims of the National Curriculum for maths
The national curriculum for mathematics aims to ensure that all 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. 
reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language 
can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

58. Fluency, Reasoning & Problem Solving

59. SATs Three different maths papers to be taken over two days
Wednesday - Arithmetic Paper and Reasoning Paper 1
Thursday – Reasoning Paper 2
110 marks in total
Arithmetic – 40 marks
Reasoning Paper 1 – 35 marks
Reasoning Paper 2 – 35 marks

60. Growth Mindset
We are a Growth Mindset school. In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment.

61. How can you help?
Talk to your children about what they are learning in maths
Practise the children’s Learn Its for the week – this can be done anywhere and at any time!
Mathletics at home
Have a positive attitude towards maths yourself. Don’t say things like “I’m no good at maths!” or “I was never good at maths at school.” The children start to believe this themselves.
Point out the maths in everyday life. Include your child in activities involving maths such as using money, cooking and travelling.
Praise your child for effort rather than talent - this shows them that by working hard they can always improve.

62. Any Questions?