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Copy of 2014 Maths Curriculum

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James Barrow

on 21 November 2013

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Transcript of Copy of 2014 Maths Curriculum

The New Maths Curriculum
It's so exciting...?
1. Mr Gove seems to think that Maths is best taught the way he was taught it.
2. There's a general election on the 7th May 2015.
3. The current draft document is a great disappointment.

There are some big changes to the maths curriculum, a lot is going to be expected of the children and of teachers.
We have little choice but to embrace it and perhaps cross our fingers!
in the fundamentals of mathematics, including through varied frequent practice with increasingly complex problems over time, so that pupils have conceptual understanding and are able to recall and apply their 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.
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 preserving in solutions.
A thought about understanding
Children should be able to make reason and make connections between separate mathematical ideas. The more connections they can make and stronger these connections are, the better they will understand maths.
Mental Recall
Mental calculations
Improve the quality of spoken English
"The quality and variety of language that pupils hear and speak are key factors in developing their mathematical vocabulary."

A range of vocabulary should be used when teaching. Children should use similar, appropriate vocabulary when responding and explaining.
Using talk partners and representations or jottings for children to explain what they understand and how they calculated their answer concretes their understanding. Children should be talking more than the adult.
Key Stage 1
Key Stage 2 - Lower
Key Stage 2 - Upper
Progression through the School
The principal focus is to ensure that pupils extend their understanding of the number system and place value to include larger integers.

Pupils should develop the ability to solve a wider range of problems with increasing complexity and problems demanding efficient written and mental methods.

Pupils are introduced to algebra as a means of solving a variety of problems. Geometry and measures should consolidate and extend knowledge developed in number. Pupils should classify shapes through properties and learn vocabulary to describe them.

By the end of Year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division and in working with factions, decimals and percentages.

Pupils should read, spell and pronounce mathematical vocabulary correctly.
The new curriculum relies on children
number facts and not forgetting them. EVER.
There is also a greater focus on being able to calculate answers mentally.
Principle focus is to ensure that children develop confidence and mental fluency with whole numbers, counting and place value. Involve working with numerals, words and the four operations and practical resources (concrete objects and measuring tools)
Recognise, describe, draw, compare and sort shapes using related vocabulary. Length, mass, capacity/volume, time and money to compare and describe.
By the end of year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value

reading and spelling should be consistent
with KS1.
Children need to become increasingly fluent with the four operations and the concept of place value.

Problem solving will include fractions and decimal numbers. Children will need to reason with concepts and explain the relationships between shapes. Children should use measuring instruments with accuracy and make connections between measure and number.

Multiplication facts should
be memorised 12x12 by the end of year 4.

Pupils should read and spell mathematical vocabulary correctly and confidently using their growing word reading knowledge and their knolwedge of spelling.
So, what now?
1. Any thoughts?
2. Mapping changes to the PoS. What has changed and/or moved?
3. Does your calculation policy reflect what is in the new curriculum?

Don't panic!

Some of the content has been shifted about.

There are new elements.

Some elements have gone.

The Four Pillars!

The government now want to get rid of levels completely and just assess children using their year group's objectives. School's are free to create a way of monitoring this and OfSTED will use whatever monitoring system we have to track pupils progress.
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

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