Transcript Maths at St Andrew’s

The New National Curriculum
Aims of this session.
To explain some of the changes to the
National Curriculum.
To explain how we are implementing these
changes at St. Andrew’s.
To explain how we are assessing the
children and ensuring continued
progression.
Why has the National Curriculum
changed? (DFE)
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To ensure that the new National Curriculum
embodies rigour and high standards and
creates coherence in what is taught in
schools.
To ensure that all children are taught the
essential knowledge in the key subject
disciplines.
Beyond that core, to allow teachers greater
freedom to use their professionalism and
expertise to help all children realise their
potential.
Key stage 1 and 2
(Y1-Y6)
Compulsory
Core subjects
English
Maths
Science
Religious
Education
Foundation subjects
Art and Design
Computing
Geography
History
Music
Physical Education
Design and Technology
Languages (K.S.2)
The New Curriculum – has been
introduced in stages.
2013-14
2014-15
2015- 2016
Year 3
Year 4
Year 1
Year 5
Year 2
Year 6
Weaving our curriculum
Begin with content laden parts of the N.C
to provide our framework (science, history
and geography)
2. Allocate according to our half termly topic
headings
1.
Amazing
Stories
How Does Time
It Work?
Travellers
Here and
There
Get Set Go! The Great
Outdoors
Science K.S1
The principal focus of science teaching in key stage 1
is to enable pupils to experience and observe
phenomena, looking more closely at the natural and
humanly-constructed world around them.
Working scientifically
 asking simple questions and recognising that they
can be answered in different ways
 observing closely, using simple equipment
 performing simple tests
 identifying and classifying
 using their observations and ideas to suggest
answers to questions
 gathering and recording data to help in answering
questions.
K.S1 science
In
 Plants
 Animals including
humans
 Materials and uses of
materials
 Seasonal changes
 Living things and
their habitats
Out
Forces
Light
Electricity
K.S 2 science
The principal focus of
science teaching in lower
key stage 2 is to enable
pupils to broaden their
scientific view of the world
around them.
The principal focus of
science teaching in
upper key stage 2 is to
enable pupils to
develop a deeper
understanding of a
wide range of scientific
ideas.
All to be taught through ‘working scientifically.’
• More emphasis on children devising their own lines
of enquiry.
• Upper KS2 – need to justify their arguments
• Be able to talk about how scientific ideas have
developed over time.
Lower K.S 2
 Plants
 Animals, including
humans
 Rocks
 Light
 Forces and magnets
 Living things and
their habitats
 States of matter
 Sound
 Electricity
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Upper K.S 2
Living things and
their habitats
Animals, including
humans
Properties and their
changes
Earth and space
forces
Electricity
Evolution and
inheritance
Light
History – old topic headings have disappeared
K.S.1 – freedom of interpretation
changes within living memory.
 events beyond living memory that are
significant nationally or globally.
 the lives of significant individuals in the past
who have contributed to national and
international achievements. Some should be
used to compare aspects of life in different
periods.
 significant historical events, people and places
in their own locality.
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How Does it Time
Work?
Travellers
Here and There
Pirates and
1st Yr Explorers
Toys
The Tudors
Much Hadham and
Australia
2nd Yr Fairy Tales
The Weather
The Victorians
The United
Kingdom
Amazing
Stories
The Great Outdoors
Get Set Go!
Farms and Fields Keeping
ourselves
Events beyond
Significant people
healthy
Significant
living memory:
and events
Significant historical Wimpole Hall
people:
beyond living
events, people and Farm/
Toys through the memory:
places in their own
Charles Darwin past.
King Henry viii
locality. :
Captain Cooke
Queen Elizabeth I
Henry Moore - visit
Visit the Cutty Visit: Toy Museum
– Perry Green?
Sark
Forge Link
Investigate local links
History off the
with development of
page
the Brownies
Castles
Significant
people and
events beyond
living memory:
William the
conqueror
Visit a castle?
Significant people
Significant people: and events
Guy Fawkes
beyond living
memory:
Queen Victoria
Florence
Nightingale
William Morris
Victorian
inventors
Forge Link
The Seaside
Events within
Events beyond living living memory:
memory: James 1 – Investigate the
first King of a United development of
Kingdom
the seaside.
Historic seaside
entertainment
Animals and
Humans
Key stage 2
 changes in Britain from the Stone Age to the Iron Age
 the Roman Empire and its impact on Britain
 Britain’s settlement by Anglo-Saxons and Scots
 the Viking and Anglo-Saxon struggle for the Kingdom of England to the
time of Edward the Confessor
 a local history study
 a study of an aspect or theme in British history that extends pupils’
chronological knowledge beyond 1066
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the achievements of the earliest civilizations – an overview of where and
when the first civilizations appeared and a depth study of one of the
following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang
Dynasty of Ancient China
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Ancient Greece – a study of Greek life and achievements and their
influence on the western world
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a non-European society that provides contrasts with British history – one
study chosen from: early Islamic civilization, including a study of Baghdad
c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 9001300.
Y3
Stone Age to Iron Age The Ancient Greeks
Y4
Mayan Civilisation
The Roman Empire
Y5
Vikings and AngloSaxons
The Indus Valley
Y6
Local history: Story of World War 11:
Much Hadham
The Home Front
Geography
K.S1
Locational knowledge
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name and locate the world’s
seven continents and five oceans
name, locate and identify
characteristics of the four
countries and capital cities of the
United Kingdom and its
surrounding seas
Place knowledge
 of a small area of the United
Kingdom, and of a small area in a
contrasting non-European
country
Human and physical geography
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identify seasonal and daily
weather patterns in the United
Kingdom and the location of hot
and cold areas of the world in
relation to the Equator and the
North and South Poles
Geographical skills and
fieldwork
Amazing Stories How Does it
Work?
Pirates and
Toys
Explorers
Time Travellers Here and There
Get Set Go!
The Tudors
The Great
Outdoors
Much Hadham and Farms and Fields
Australia
use aerial
photographs and
Village life
plan perspectives
comparing life in
to recognise
Much Hadham and landmarks and
in a contrasting
basic human and
non-European
physical features;
country
Visit Wimpole Hall
Farm/
Keeping
ourselves
healthy
The United
Kingdom
Compare and
contrast the
different UK
regions.
Physical
characteristics
Major cities
Making maps
Animals and
Humans
Exploring the
KS1 seven world
oceans.
st
1 Yr
use simple
compass directions
devise simple
maps and symbols
in a key
Fairy Tales
Compass
KS1 directions
2nd Yr Making maps
The Weather
The Victorians
Weather in Britain.
Weather around the
World – exploring
the continents.
Looking at our
village – what
was it like in
Victorian times?
Winter weather
study
Spring weather
study
The Seaside
Explore the
position and names Summer
of seas in the
weather
British Isles.
study
Comparing the
contrasting physical
characteristics of
Much Hadham and
the seaside.
K.S.2
Locational knowledge
locate the world’s countries,
using maps to focus on Europe
(including the location of Russia)
and North and South America,
 name and locate counties and
cities of the United Kingdom,
geographical regions and their
identifying human and physical
characteristics,
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identify the position and
significance of latitude, longitude,
Equator, Northern Hemisphere,
Southern Hemisphere, the
Tropics of Cancer and Capricorn,
Arctic and Antarctic Circle, the
Prime/Greenwich Meridian and
time zones (including day and
night)
Place knowledge
 a region of the United Kingdom,
 a region in a European country,
and
 a region within North or South
America
Human and physical geography
physical geography, including: climate
zones, biomes and vegetation belts,
rivers, mountains, volcanoes and
earthquakes, and the water cycle
human geography, including: types of
settlement and land use, economic
activity including trade links, and the
distribution of natural resources
including energy, food, minerals and
water
Geographical skills and
fieldwork
Year Group
Year 3
Key Topic Area
Volcanoes and Earthquakes
New Zealand
Local Geography
Year 4
North America
Rivers
Year 5
Mountains
Biomes and Vegetation Belts
Year 6
Comparing Much Hadham and the surrounding
area with Corfe Castle and the surrounding area.
Coasts
English
Reading
 word reading,
inference and
comprehension
 Early years and KS1 phonics
Writing
 composition
(articulating ideas
and structuring them
in speech and
writing).
 transcription
(spelling, grammar
and handwriting)
Challenges
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Expectations for year
groups have been
raised.
Phonics – Rec will now
have to complete to
phase 4
Much of Phase 6 (L
and S) – now in Y1
expectations
Progression across
KS2 not explicit
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Genres not specified –
therefore whole
school mapping will be
essential
Speaking and listening
progression not
explicit
Big emphasis upon
grammar knowledge –
requiring up-skilling of
staff.
Assessment levels
gone
Herts for Learning Guidance
We are following their
long term guidance for
English but dove tailing
into appropriate topics.
Maths: Old Curriculum
Ma1: Using and
applying mathematics
 Ma2: Number and
algebra
 Ma3:Shape, space and
measures
 Ma4: Handling Data
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4 attainment targets
 Using and applying
 Number and Algebra
 Shape, space and
measures
 Handling Data
New Curriculum: Domains
Number and place
value
 Number- addition
and subtraction
 Numbermultiplication and
division
 Number –fractions
(y4: decimals,Y5:
percentages)
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Ratio and proportion
(y6)
Algebra (Y6)
Measurement
Geometryproportions of
shapes
Geometry – position
and direction
Statistics (y2+)
Maths - aims
 To
become fluent in the
fundamentals of mathematics
 To reason mathematically
 To solve problems by
applying their mathematics
in a variety of problems with
increasing sophistication.
Maths challenges
Raised expectations
 Content is
introduced earlier
 Connecting
mathematical ideas
and learning between
the domains
 Unpicking the
domain statements
into learning
objectives
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Depth and breadth
 Assessment without
levels
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Other Curricular areas
Computing - Greater
emphasis upon computer
science, especially
programming and data
handling (HFL scheme)
Art and Design
P.E
Music
(following HFL guidance)
R.E – following St.Alban’s
Diocese and HCC
schemes of work
School website
Click on the class
pages for year group
long term plans.
In curriculum area
there are the statutory
requirements for
maths and English for
each year group.
Planning the Curriculum
Long term Plans–
identifies key areas of study
throughout the year. (on
website in each class area)
Teachers also complete:
Medium term Plans
(Half termly plans) which
outline:
 Subjects
 Statutory requirements
 Ideas
 Weekly overview
Weekly plans (Maths,
English, phonics and all
other subjects)
These outline the
 Learning objectives
 Learning journey
 Differentiation
 Success tips
 Resources
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Weekly timetables
Assessment without levels
There are two types of
assessment:
Formative assessment
This is ongoing
throughout the
teaching session. It
helps to inform
teachers about what
else needs to be done
to support the
learning.
Summative Assessment
Is completed at the
end of a session or
module of work.
This helps to inform
where the child is in
terms of age related
expectations.
Formative Assessment – on going
Clear learning objectives – which
are shared with the children
Clear success tips – these explain
what the teacher is looking for/
expecting in the work.
Marking according to the success
tips – (Tickled pink – ‘Great you’ve
got it’ and Green for growth’ –
why not try this, or look at it from
this direction.)
We allow time for the children to
respond and improve.
‘I can statements’ – involving the
children.
St Andrews Year 1 ‘I can’ Maths Statements
Understanding the number system
I can count to and across 100, forward and backwards, beginning with 0 or 1, or from
any given number
Calculation
I am beginning to see the relationship between addition and subtraction e.g. 2 + 5 =
7, 7 – 2 = 5, 2 = 7 – 5
I can count, read and write numbers to 100 in numerals and numbers
I realise the effect of adding and subtracting zero
I can read 1-20 in words
Mental fluency
I can make up using material number bonds to 20.
I can find one more and one less
I can use number bonds and related subtraction facts to 20
I can count in multiples of twos, fives and tens
I can add and subtract one-digit and two-digit numbers to 20, including zero
I can make numbers using objects and pictorial representations including the number
line
I can use the language ofequal to, more than, less than (fewer), most, least
I can recognise and name half as one of two equal parts and a quarter as one of four
equal parts of an object, shape or quantity
Written fluency
I can read, write and interpret mathematical sentences involving addition (+),
subtraction (–) and equals (=) signs
Solving numerical problems
I can solve one-step problems that involve addition and subtraction, using concrete
objects and pictorial representations
I can solve missing number problems such as 7 = □ – 9
I can solve one-step problems involving multiplication and division, by calculating
the answer using concrete objects,
pictorial representations and arrays with the support of the teacher
Fractions, decimals and percentages
I can find half and a quarter of an object, shape or quantity – discrete quantities
(e.g. cherries on a plate) and continuous quantities (e.g. water)
Algebra
I can recognise and create repeating patterns with objects and shapes
I can create create equivalent expressions (2 + 5 = 5 + 2)
Summative Assessment
We are following Herts for
Learning guidance and
systems.
Children not making progress
are identified and extra
support is provided.
These are presented as age
related expectations for
maths, English and science
This may be as
 Pupil passports
 SEN intervention
Summative assessment takes
place each term or at the end
of a module of work.
May be either based on
teacher assessment or tests.