1. Welcome to Lewannick CP School Curriculum Event 3 Maths A love of life through a love of learning…

2. Aims An introduction to key themes and mathematical concepts in the new primary Maths curriculum Key changes in years 1 to 6 Aims of the new curriculum Assessment How can I support my child at home?

3. National Curriculum In September 2014, a new National Curriculum became statutory in all local authority-maintained schools. 'Levels' of attainment are no longer in existence and pupils are assessed under a grading system. Along with this change, the bar has been raised for learning, with expectations for progress and attainment, at their most challenging yet.

4. Programmes of study content Number Number and place value Addition and subtraction Multiplication and division Fractions (including decimals from Year 3, and percentages from Year 5) Ratio and proportion (from year 6) Algebra (from year 6) Measurement Geometry Properties of shapes Position and direction Statistics (from year 2)

5. Reception class expectations Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing. Statutory Framework for the Early Years Foundation Stage, DfE 2012

6. Some key changes in Year 1 count to 100 instead of 20 multiplication and division problems including arrays are now included (was in Years 2 and 3) using halves and quarters as operators volume (new to the primary National Curriculum)

7. Some key changes in Year 2 more emphasis on the arithmetic inverse operations for checking now explicit in Year 2 greater range of fractions are explored including equivalents of quarters in measures children are expected to be able to read a thermometer.

8. Some key changes in Year 3 0 Add and subtract fractions with the same denominator within one whole 0 Tell and write the time from an analogue clock, including using 24 hour clocks (formerly Y5) 0 Identify horizontal and vertical lines and pairs of perpendicular and parallel lines (formerly Y4 and 5)

9. Some key changes in Year 4 0 Recall multiplication and division facts up to 12x12 0 Add and subtract fractions with the same denominator 0 Multiply 2 digit and 3 digit numbers by a 1 digit number using formal written method (formerly Y5) 0 Plot specified points and draw sides to complete a given polygon (formerly Y6)

10. Some key changes in Year 5 0 Read Roman numerals to 1000 (M) and recognise years written in Roman numerals 0 Divide numbers up to 4 digits by a 1 digit number using the formal written method of short division 0 Multiply proper fractions and mixed numbers by whole numbers 0 Read, write order and compare numbers with up to three decimal places (formerly Y6)

11. Some key changes in Year 6 0 Multiply and divide 4 digit numbers by 2 digit numbers using the formal written methods of long multiplication/division 0 Multiply and divide proper fractions 0 Recognise when it is possible to use formulae for area and volume of shapes 0 Illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius

12. 3 main aims of the new curriculum 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 non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

13. What is fluency?  Efficiency. An efficient strategy is one that the student can carry out easily, keeping track of sub problems and making use of intermediate results to solve the problem.  Accuracy includes careful recording, knowledge of number facts and other important number relationships, and double-checking results.  Flexibility requires the knowledge of more than one approach to solving a particular kind of problem, and the ability to select the most appropriate one.

14. Aim 2 Reason mathematically by:  following a line of enquiry  conjecturing relationships and generalisations  and developing an argument, justification or proof using mathematical language

15. Aim 3  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.  resources

16. Changes in assessment The key phrase: primary education needs to be focused on ensuring that pupils are ‘secondary ready’ No National Curriculum levels Schools devise own systems for formative assessment, tracking and feedback. Statutory testing at KS1 and 2 will continue. New tests in summer 2016

17. KS1/2 SATs KS1 Arithmetic http://primarytools.co.uk/files/Tests/2016Samples/Su m15Samples/KS1/Ma/Sample_ks1_mathematics_paper 1_arithmetic_PrimaryTools.co.uk.pdf KS1 Reasoning http://primarytools.co.uk/files/Tests/2016Samples/Su m15Samples/KS1/Ma/Sample_ks1_mathematics_paper 2_reasoning_PrimaryTools.co.uk.pdf

18. KS1/2 SATs KS2 Arithmetic http://primarytools.co.uk/files/Tests/2016Samples/Su m15Samples/KS2/Ma/Sample_ks2_mathematics_paper 1_arithmetic_PrimaryTools.co.uk.pdf KS2 Reasoning http://primarytools.co.uk/files/Tests/2016Samples/Su m15Samples/KS2/Ma/Sample_ks2_mathematics_paper 3_reasoning_PrimaryTools.co.uk.pdf

19. Calculation The school website contains links and information about how we teach calculations: http://lewannick.cornwall.sch.uk/sample- page/policies/calculation-policy/ Information is also available in each classes web area

20. Representations in Calculations

21. How can you help your child in KS1?

22. How can you help your child in KS2? 0 Go shopping with your child to buy two or three items. Ask them to work out the total amount spent and how much change you will get. 0 Buy some items with a percentage extra free. Help your child to calculate how much of the product is free. 0 Plan an outing during the holidays. Ask your child to think about what time you will need to set off and how much money you will need to take. 0 Use a TV guide. Ask your child to work out the length of their favourite programmes. Can they calculate how long they spend watching TV each day / each week? 0 Use a bus or train timetable. Ask your child to work out how long a journey between two places should take? Go on the journey. Do you arrive earlier or later than expected? How much earlier/later? 0 Help your child to scale a recipe up or down to feed the right amount of people. 0 Work together to plan a party or meal on a budget.

23. Abacus 0 In school we use the Abacus scheme to deliver Maths across the school 0 The Abacus website includes lots of useful links to videos which will help you to understand how we teach different areas of Maths and how you can support your child at home 0 It is also the method through which we allocate and set homework

24. Key Messages To develop written calculation strategies, children need: o Secure mental strategies from YR. o A solid understanding of the number system. o Practical, hands on experience including counters and base 10 apparatus. o Visual images including number lines and arrays. o Secure understanding of each stage before moving onto the next. o The questions at the forefront of their minds: ‘Can I do it in my head? If not which method will help me?’