1. Parent Curriculum Evening
Year 4

2. Maths and the new curriculum
Based on three strands, which should underpin all mathematics…
FLUENCY: in the fundamentals of mathematics, through varied and frequent practise with increasingly complex concepts over time;
REASONING: relationships and generalisations; developing an argument, justification or proof using mathematical language;
PROBLEM SOLVING: applying their mathematics to a range of problems with increasing sophistication.

3. Fewer Things; Greater Depth
There are fewer objectives to cover in a year, but many of these objectives are more difficult, with many being moved ‘down’ from a higher year group.
This should mean that ‘deep learning’ rather than ‘superficial learning’ takes place;
Children’s learning will be extended in depth within their own year group’s expectations rather than moving onto another year’s expectations;
Children need to achieve all their year group’s objectives in order to be at ‘expected’ level.
Purple Learners

4. Reasoning Always/Sometimes/Never: Hexagons have six lines of symmetry
What is reasoning?
Use what you know
Logical thinking
Applying different strategies
Talking / discussing maths thinking
Always/Sometimes/Never: Hexagons have six lines of symmetry
Show me a four-digit number with a tens unit of ‘6’. And another.
And another …

5. Working systematically
Problem Solving
Working systematically
Trial and improvement
Logical reasoning
Spotting patterns
Visualising
Working backwards

6. Round any number to the nearest 10, 100, 1000 and round a number with one decimal place to the nearest whole number
Count backwards through zero
Use columnar addition and subtraction with numbers up to four digits
Multiply two- and three-digit numbers by a one-digit number using short multiplication
Use known facts to multiply and divide mentally
Write any number of tenths or hundredths as a decimal
Find families of common equivalent fractions
Add and subtract fractions with the same denominator
Find areas of rectilinear shapes by counting squares
Find perimeters of rectilinear shapes
Use a line of symmetry to complete a symmetric shape or pattern
Use coordinates in the first quadrant
Interpret and construct bar charts for discrete data and time graphs for continuous data
Key
Objectives

7. Know the place value headings of ones, tens, hundreds and thousands
Know the Roman numerals I, V, X, L, C
Know multiplication facts up to 12 × 12
Know division facts related to tables up to 12 × 12
Know decimals equivalents of 1/2, 1/4, 3/4
Know adjacent time facts involving years, months, weeks, days, hours, minutes and seconds
Know 12- and 24-hour clock conversions
Know the names and connected properties of triangles and quadrilaterals
Know the definitions of acute and obtuse angles
Know that area is measured in squares
Know that perimeter is a measure of length
Essential
Knowledge

8. Assessment

10. Written Methods

11. Written Methods X1 = 6 X2 = 12 X5 = 10 X10 = 60
Number lines (start from zero) [GOLF]
96  6 = 16
10 x x 6

12. Maths at Abbeymead Elicitation Differentiated Ladder Tasks
Learning Tasks and Reasoning
Consolidate
Guided groups
Guided marking
Move learning on
Assessment
SPTO
Mental
Arithmetic
Problem
Solving
Revisit
Topic maths
Gaps
carousel

14. English and the new curriculum
Communication
Speaking and Listening
Performing
English across the curriculum
Reading, Writing and Communicating for
a real purpose.
Reading
Word Reading
Comprehension
Writing
Composition
Transcription (spelling and handwriting)
Grammar

15. Reading – Key Objectives
I can use my existing knowledge of a range of different words to help with reading aloud and understanding the meaning of new words.
I can show you I have understood an increasing wide range of texts I have read.
I check what I have read to ensure it makes sense.
I use evidence from different parts of the text to support my inferences such as showing characters' feelings, thoughts and motives from their actions across the story.

16. Writing – Key Objectives
Spelling and Punctuation: I can write simple sentences from memory that have been dictated to me, using the correct punctuation.
Planning: I can draft my work into paragraphs.
Editing: When I finish a piece of work I will read it through to correct spelling and punctuation errors if present.
Grammar and Vocabulary: I am beginning to use fronted adverbials (adverbs at the beginning of a sentence) in my writing - for example, 'Later that day, I heard the bad news'.

17. Example of a SPAG activity
Vocabulary, Grammar
and Punctuation
Example of a SPAG activity

18. English at Abbeymead COLD WRITE Identify gaps and targets Immersion
Addressing gaps
Guided groups
Guided marking
Planning
English
at Abbeymead
Writing
SPTO
HOT WRITE
Assess
Revisit
SPTO
Topic writing
Gaps and spag

19. Helping at Home http://www.abbeymead.gloucs.sch.uk/ Handouts:
Key objectives
Maths written methods