2. Maths at Bletchingdon Parochial Church of England Primary School

3. The beginning Untying ourselves The curriculum felt overwhelming Things changing from the draft copies

4. Our initial steps The journey to implement the maths policy Finding a way forward

5. Our initial steps The journey to implement the maths policy It was not a straight path

6. Step 1 Turned the National Curriculum objectives into ‘I can’ targets Targets are... Useful as individual targets for pupils Use as lesson objectives

7. Year 2 Number and PV Targets Learning objective 2N.3 I can count in steps of 3 from 0, forwards or backwards Learning objective 2N.9 I know and use the comparison signs: >, < and = Learning objective 2N.4 I can count in steps of 10 from any given number; forwards or backwards, Learning objective 2N.8 I can compare and order numbers to 100

8. Year 4 Geometry target Learning objective 4 G.1 I can compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes Learning objective 1 F.3 I recognise find and name a quarter as one of four equal parts of an object or shape Year 1 Fraction target ‘I can’ targets

9. recite to 100 Learning objective 1N.1 I can recite numbers to 100 recite up beyond 100 Learning objective 1N.2 I can recite forwards to numbers beyond 100. recite up from any nos <100 Learning objective 1N.3 I can continue counting forwards to 100 from any given number recite from 100 Learning objective 1N.4 I can recite numbers from 100 to 0. recite back from any nos (<100) Learning objective 1N.5 I can continue counting backwards from any given number within 100 recite back crossing 100 Learning objective 1N.6 I can count backwards crossing 100 from any given number over 100. Key Objective Number Year 1 Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number 1N.1, 1N.2,, 1N.3,, 1N.4, 1N.5, 1N.6 ‘I can’ targets

10. Step 2 Compared the ‘I can’ targets for each year (similar to framework comparing strands) Useful when teaching different ages/ abilities Use as objectives for groups

11. Comparing Fractions FSY1Y2Y3 R.C.4 I use the word “halving” means and show/ explain what it means. 1F.1 I recognise find and name half as one of two equal parts of an object or shape 2F.1 I recognise, find and write fractions ⅓, ¼ 2/4, and ¾ of a length, or shape 3F.1 I can count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities Compared the ‘I can’ targets for each year

12. Step 3 Partnership Meetings Outcomes Very useful Included the secondary school Got a feel of where schools were at Shared ideas and came up with an idea on assessment

13. Step 4 Objectives put into terms Objectives identified for each term - some every term.

14. Step 4 Objectives put into terms Each term has its own sheets showing the objectives The numbers link to the ‘I can’ statements Y2 TERM 1 Number and Place Value Key objectivesNon Statutory Skills, models and images count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward 2N.1, 2N.2, 2N.3, 2N.4 recognise the place value of each digit in a two-digit number (tens, ones) 2N.5 identify, represent and estimate numbers using different representations, including the number line 2N.6 2N.7 compare and order numbers from 0 up to 100; use and = signs 2N.8 2N.9 read and write numbers to at least 100 in numerals and in words 2N.10 use place value and number facts to solve problems 2N.11, 2N.12

15. Step 4 Objectives put into terms Overview Checked the balance of the terms over the year What weighting do we give each topic Number & PV add/ sub mult/ divide fractionsMeasureGeometryStatistics 1  2   3  4   5  6  

16. Step 5 Assessment Levels will be not be used! So what shall we do?

17. Step 5 Assessment Each child has a set of the targets. These are marked when completed. Similar to APP grids. Paper copies

18. Step 5 Electronic KS1 2014 Fred Bobbie Farah Mandeep Billy Cyrus Pippa Kristie Phillip Denzel Lorenzo Ian I can count in steps of 2 from 0, forwards or backwardsaaaaa aaaaa ao I can count in steps of 5 from 0, forwards or backwardsaaaaa aoaoa oo I can count in steps of 3 from 0, forwards or backwardsoooso ssoso ss I can count in steps of 10 from any given number; forwards or backwards,aaaoa aaaaa aa I know the value of each digit in a two- digit number. (tens and ones)aaoaa ooooo os Similar to paper records but able to see whole class at once and able to scroll to other levels Colour magic! s = started red o = ongoing orange a = achieved green Assessment

20. Step 5 a = pupils achieving more than 66% of the objectives for that year group b = pupils achieving between 33-65% of the objectives for that c = pupils achieving less than 33% of the objectives for that year E.g. Simon is working at year 3 level b Assessment and grading

21. Step 5 Innovation Fund ‘... successful applicants will then be announced week commencing Monday 21 April 2014’ ‘A number of schools, teaching schools and academy sponsors, including yourselves, are already developing new curriculum and assessment systems ahead of the removal of levels from the national curriculum from September 2014.’ Assessment and grading Extracts from a letter from Michael Gove’s Department of Education ‘ The aim of the innovation fund is to enable these new methods to be scaled up into easy-to-use packages for other schools to use.’

22. It may help secondary schools if the feeder/ partnership schools have the same system. Final thought