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Welcome

Welcome. Mathematics – The New Curriculum. First of all,. Don’t panic!! Number chain I start with number 4 Add 6 Divide by 2 Multiply by 5 Multiply by 4 Subtract 73 What number do I have? 27. Aims.

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Welcome

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  1. Welcome Mathematics – The New Curriculum

  2. First of all, • Don’t panic!! • Number chain I start with number 4 Add 6 Divide by 2 Multiply by 5 Multiply by 4 Subtract 73 What number do I have? 27

  3. Aims • To become more familiar with the content of the new National Curriculum for Mathematics. • To know which formal written methods we use to support the new curriculum. • To know how you can support your child at home with mathematics.

  4. Rationale • The politics... • The new national curriculum is being shaped to provide a level of challenge – and ambition – explicitly sharper than exists in the current national curriculum. Michael Gove, April 2013.

  5. Rationale • It is estimated that at least 1 in 4 of adults is innumerate. • The employment prospects of today’s students are highly dependent on their level of mathematical knowledge on leaving education. • Children must be able to recall quickly and accurately basic number facts (e.g. Number bonds and multiplication tables). • Children must be fluent in applying quick, efficient written methods of calculation. DfE 2012

  6. Key Changes • Probability has been removed (now in Secondary). • Earlier and more challenging requirement for multiplication tables (up to 12x12). • Clear expectations around written methods in addition to mental methods. • Earlier and more challenging requirement for fractions and decimals. • Increased requirement for pupils to use formulae for volume and to calculate the area of shapes other than squares and rectangles.

  7. Key Changes • Financial education has been reinforced with a renewed emphasis on essential numeracy skills, using money and working with percentages. • A strong steer that the use of calculators should be restricted until the later years of primary.

  8. The Three Aims • The new national curriculum aims to ensure that: • Pupils become fluent in the fundamentals of mathematics, through increasingly complex problems and can apply and recall knowledge rapidly. • Pupils can reason mathematically by following a line of enquiry, conjecturing relationships and developing a proof using mathematical language. • Pupils can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication.

  9. Have a go! • We will divide into four, depending on the colour of the cube on your chair. • Red – Mrs Hiscock – Addition and Subtraction • Blue – Miss Carroll – Short and Long Multiplication • Green – Mr Redmill – Short Division • Yellow – Ms Marshall– Long Division • Then, after 15 minutes, move onto the next operation in the next classroom.

  10. What can you do at home to help your child? • Parents' attitudes toward mathematics have an impact on children's attitudes. Children whose parents show an interest in and enthusiasm for mathematics will be more likely to develop that enthusiasm themselves. • Play games that involve adding. E.g. Shut the Box. • Talk about shapes that you see around the home, etc. • When out shopping, talk about quantities and how much things cost. • Use numbers on signs, car registrations plates, to play games, add and subtract, highest/lowest etc.

  11. Thank you for coming! Please take a moment to complete the short survey.

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