1. Changes to the Mathematics Curriculum

2. Aims The national Curriculum for mathematics aims to ensure that all pupils;
Become fluent in the fundamentals of mathematics, including through varied and frequent practise 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 non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

3. Have good mental ability in mathematics.
Rapid recall of addition subtraction facts.
Rapid recall of multiplication and division facts.
Fact families
3+4= x5=15
4+3= x3=15
7-3= ÷5=3
7-4= ÷3=5

4. Be an independent problem solver
Identifying the problem.
Choosing a starting place.
Use efficient methods.
Make links between aspects of learning.
Communicate thinking effectively.
Recognise that there may be multiple possibilities and exhausts them.
Learn from mistakes and correct chosen path.

5. What’s new? Vocabulary – glossary on the website.
End of year expectations have been altered -end of year expectations on the website.
A return to the ‘old fashioned’ ways – calculation policy on the website.
Higher expectations from a younger age.
Programmes of study published for year groups but assessment is ‘by the end of key stage’.

6. Reception
EYFS curriculum was revised in 2012 raising expectations for children in meeting the Early Learning Goals.
Number
Count reliably with numbers from 0-20.
Place numbers 0-20 in order
Say which number is one more or less than a given number.
Using quantities and objects add or subtract two single digits.
Count on or back to find an answer.
Understand the term double, halve and share – solve problems involving these.
Shape, space and measure
Use everyday language to talk about size, weight, capacity, position, distance, time and money.
Compare quantities and objects to solve problems.
Recognise, describe and create patterns.
Explore characteristics of everyday objects and shapes.
Use mathematical language to describe them.

7. Year 1 What’s gone? What’s been added?
Data handling/Statistics is removed from Y1
No specific requirement to describe patterns
No specific requirements to describe ways of solving problems or explain choices
Counting & writing numerals to 100
Write numbers in words up to 20
Number bonds secured to 20
Use of vocabulary such as equal, more than, less than, fewer, etc.
Recording number sentences +-=
Essentially:
Children need to be confident with counting, understanding the number system and how it works. Understand place value.

8. Year 2 (from September 2015) What’s gone? What’s been added?
 Rounding two-digit numbers to the nearest 10
 Halving/doubling no longer explicitly required
 Using lists/tables/diagrams to sort objects
 Solving problems with subtraction
 Finding/writing fractions of quantities (and lengths)
 Adding two 2-digit numbers
 Adding three 1-digit numbers
 Demonstrating commutativity of addition & multiplication
 Describing properties of shape (e.g. edges, vertices)
 Measuring temperature in °C
 Tell time to nearest 5 minutes
 Make comparisons using < > = symbols
 Recognise £
Essentially:
Confidently adding and subtracting mentally. Sound understanding of multiplication in preparation for learning all tables. Beginning to learn formal addition and subtraction methods.

9. Year 3 What’s gone? What’s been added?
 Specific detail of problem-solving strategies (although the requirement to solve problems remains)
 Rounding to nearest 10/100 moves to Year 4
 Reflective symmetry moves to Year 4
 Converting between metric units moves to Year 4
 No requirement to use Carroll/Venn diagrams
 Adding tens or hundreds to 3-digit numbers
 Formal written methods for addition/subtraction
 8 times tables replaces 6 times tables (!)
 Counting in tenths
 Comparing, ordering, adding & subtracting fractions with common denominators
 Identifying angles larger than/smaller than right angles
 Identify horizontal, vertical, parallel and
perpendicular lines
 Tell time to the nearest minute, including 24-hour
 clock and using Roman numerals
 Know the number of seconds in a minute and the number of days in each month, year and leap year
Essentially:
Formal methods for addition and subtraction. Fractions! Telling the time.

10. Year 4 What’s gone? What’s been added?
 Specific detail on lines of enquiry, representing problems and find strategies to solve problems and explaining
methods (i.e. largely from old Ma1)
 Using mixed numbers (moved to Y5)
 Most ratio work moved to Y6
 Written division methods (moved to Y5)
 All calculator skills removed from KS2 PoS
 Measuring angles in degrees (moved to Y5)
 Solving problems with fractions and decimals to two decimal places
 Rounding decimals to whole numbers
 Roman numerals to 100
 Recognising equivalent fractions
 Knowing equivalent decimals to common fractions
 Dividing by 10 and 100 (incl. with decimal answers)
 Using factor pairs
 Translation of shapes
 Finding perimeter/area of compound shapes
 Solve time conversion problems
Essentially:
Fractions and decimals! Times tables to 12x12. Formal methods for multiplication and division.

11. Year 5 What’s gone? What’s been added?
 Detail of problem-solving process and data handling
cycle no longer required
 Calculator skills moved to KS3
 Probability moves to KS3
Several elements are now expected to be covered in lower KS2, e.g. decimals/fractions knowledge, points in the first quadrant; parallel/perpendicular lines
 Understand & use decimals to 3dp
 Solve problems using up to 3dp, and fractions
 Write %ages as fractions; fractions as decimals
 Use vocabulary of primes, prime factors, composite numbers, etc.
 Know prime numbers to 20
 Understand square and cube numbers
 Use standard multiplication & division methods for up to 4 digits
 add and subtract fractions with the same denominator
 multiply proper fractions and mixed numbers by whole numbers
 deduce facts based on shape knowledge
 distinguish regular and irregular polygons
 calculate the mean average
Essentially:
Formal written methods for all operations. Relationships between whole numbers and fractions.

12. Year 6 (from September 2015) What’s gone? What’s been added?
 Detail of problem-solving processes no longer explicit
 Divisibility tests
 Calculator skills move to KS3 PoS
 Rotation moves to KS3
 Probability moves to KS3
 Median/Mode/Range no longer required
 Compare and ordering fractions greater than 1
 Long division
 4 operations with fractions
 Calculate decimal equivalent of fractions
 Understand & use order of operations
 Plot points in all 4 quadrants
 Convert between miles and kilometres
 Name radius/diameter and know relationship
 Use formulae for area/volume of shapes
 Calculate area of triangles & parallelograms
 Calculate volume of 3-d shapes
 Use letters to represent unknowns (algebra)
 Generate and describe linear sequences
 Find solutions to unknowns in problems
Essentially:
Formulae. Algebra.

13. Formal assessment Remains at the end of Key stages 1 and 2.
Teacher assessment against end of key stage expectations.
New assessment materials are in draft form now.
Test administered internally.
Key stage 2
Externally marked test against end of key stage expectations.
Three papers covering range of areas (equivalent of combining the current level 3-5 papers with level 6 paper)
How these are reported is still to be finalised by the DFE.

14. What does this mean for my child?
ST James has an excellent record in teaching and learning in mathematics.
For 2014
100% of children achieved level 4.
80% of children achieved level 5.
24% of children achieved level 6.
Significantly above national average.
High expectations will remain.
High levels of teaching will remain.
Reporting arrangements will be different.

15. How can I help my child? Have a positive view of mathematics.
Be a model mathematician.
Help them make links.
Help them find starting places in problem solving.
Allow them to get things wrong.
Encourage explanations.
Help them learn facts.

16. Play games Snakes and ladders – “what will you land on?” Use 0-9 dice
Use 2 dice add together to work out your move.
Play backwards for subtraction
Cards 21
Make up your own games.