Summary highlights and key changes
The revised Mathematics Curriculum continues to have a strong focus on ensuring children develop and leave school with the mathematical skills and knowledge that are essential for everyday living. The changes that have been made place a greater emphasis on ensuring children become fluent in fundamental mathematical strategies that allow them to solve problems and strengthen their mathematical reasoning from an earlier age.
- There are no programmes of study present for ‘Using and Applying’ as in the previous orders however, within the ‘Aims and Purpose of Study’ it highlights the importance of supporting children to make ‘rich connections’ across the curriculum and solve increasingly sophisticated problems. However, two of the three aims directly relate to the use and application of mathematical knowledge. These are: reasoning mathematically and solving problems.
- The revised curriculum is structured in the following way with some mathematical concepts being introduced at different stages.
| Year group | Number
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Measure | Geometry
|
Statistics | Ratio and Proportion | Algebra |
| 1 |
✓ |
✓ |
✓ |
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| 2 |
✓ |
✓ |
✓ |
✓ |
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| 3 |
✓ |
✓ |
✓ |
✓ |
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| 4 |
✓ |
✓ |
✓ |
✓ |
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| 5 |
✓ |
✓ |
✓ |
✓ |
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| 6 |
✓ |
✓ |
✓ |
✓ |
✓ |
✓ |
- In the revised curriculum some of the terms used to describe aspects of learning have changed:
| Previous Curriculum terminology | Revised Curriculum terminology |
| Handling data | Statistics |
| Shape | Geometry |
| Space | Position and Direction |
| Number and Number systems | Number – Number and Place Value |
| Calculation | Addition and Subtraction Multiplication and Division |
Key points for schools to consider
This table highlights some of the concepts that are new to a year group or key stage.
|
New concepts to year 2 |
New Concepts to year 6 |
Key stage 2 |
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Timetabling
New statutory programmes of study and attainment targets will be introduced from September 2014 for all year groups except years 2 and 6: for those year groups, the new curriculum will take effect from September 2015. These two year groups will complete end of Key Stage assessment following the previous curriculum.
Professional Development
Staff will require adequate time to familiarise themselves with the new expectations outlined in the programmes of study. Teachers in year 2 and year 6 may require particular CPD due to elements being introduced from higher key stages into their year group.
Progression
The curriculum orders give a programme of study for each year group, which builds on previous learning and allows for further reinforcement and development. Content is more detailed and the learning for each year group has been made explicit. However, it also states that schools must assess the readiness of their pupils before progressing to the next stage. Schools are required to have taught all the relevant programmes of study before the end of the key stage.
Case Studies
Curriculum Evening, Key Stage 2 – Hampton Junior School
As a result of a parent survey, it was evident that parents were extremely keen to support their children in mathematics but often felt concerned that they may hinder the learning process by teaching them the ‘wrong’ methods. Through monitoring of homework and books, staff also felt that developing a clear and consist understanding of how calculations were taught in school would not only help the children progress but also allow parents great confidence in supporting their children at home. A curriculum evening was organised for 6.30pm as this was identified by parents as a most convenient time. The school’s main objective was to ensure that by the end of the session all parents left with a better understanding of how calculations are taught and the progression expected year on year.
Parents listened to an opening talk about the developments in mathematics teaching and how theory effects classroom teaching. Following this, all parents watched a demonstration of how addition was taught through partitioning. They were provided with pencils and papers to record as the evening continued. Parents were then invited to walk around the hall and watch children, with varied abilities, complete addition calculations using a variety of methods.
Parents were then split into three groups and visited different classrooms where a similar process continued, with a demonstration by a class teacher and then opportunity to observe some children at work. Parents were also provided with a ‘Calculations Booklet’ which outline all the methods demonstrated. The evening was gratefully received and parents requested more evenings like this to support their own learning.
Developing confidence in Calculations Key Stage 2 – Buckingham Primary School
From analysis of previous assessment, Buckingham Primary School identified an area of develop which would focus on calculations and ensure children were secure in the methods used. By using the curriculum objectives, the school created a baseline assessment for each year group, which focused solely on calculations and their progression. Each child sat these assessments at the beginning of the year however, no time limit was enforced and children were allowed to answer questions using any method. The results were then recorded on a tracking grid with a variety of symbols to demonstrate what the children could or could not do. This tracking sheet would then be used to develop planning to ensure that gaps in learning were being catered for. Each child attended a ‘core skills’ lesson once a week which is when calculations were explicitly taught.
To further support this, each child was given a target sheet which outlined the calculation expectations for the year group. Children were to refer to this throughout their lessons and identify when they believed they had achieved a particular step.
Mathletics Key Stage 2 – Hampton Hill Junior School
To continue to raise the profile and standards of Mathematics in Hampton Hill Junior School they decided to invest in Mathletics, an on-line resource which can be accessed at school and at home and allows class teachers to allocate appropriately levelled maths work to each child. This includes a ‘something harder’ section aimed at challenging the participant. As children complete their work, class teachers are able to view what they have done and areas that they have found difficult.
Although the whole school had access to the facility, a focus group was also identified to ensure that they had further support at school in using the package and had the opportunity each week to complete tasks. The school held frequent assemblies which allowed the staff to celebrate the achievements of children using the programme. Mathletics is used throughout the school day during lessons, guided reading and at lunch time.
The programme also has the facility to play ‘Live Mathletics’ which means that children can complete challenges against children all over the world and appear on league tables. The school has found the company that runs Mathletics is very efficient and ensures problems are quickly resolved. They have also made sure that changes to the National Curriculum are reflected in their resource so it is current and up-to-date.
Video support, Key Stages 1 and 2 – St. James’s
The teachers at St. James were all very keen to develop video resources that would support parents in being able to aid their children at home with their calculations skills. The videos focussed on the most challenging aspects of maths in that year group. The children repsonded really well to the videos and now make their own as part of their learning. Read more