Transcript The new maths curriculum in KS2

Aims
• An introduction to key themes and
mathematical concepts in the new
primary maths curriculum
• Key changes in years 1 and 2
• How can I support my child at
home?
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)
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
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)
Some key changes in Year 2
• more emphasis on the mental mathematics
expectations
• 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.
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.
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.
Aim 2
Reason mathematically by:
 following a line of enquiry
conjecturing relationships and generalisations
and developing an argument, justification or proof
using mathematical language
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
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
Implementation of the new National Curriculum
2014-15
Years 1, 3 and 4 and 5
2015-16
Years 2,6 (and 3,4)
Summer 2016 ( KS2 testing)
Changes in assessment
• The key phrase: primary education needs to be
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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
Representations in
Calculations
How can you help your child?
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?’