whole-school estimation display
Mathematics is a creative and highly interconnected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.
(taken from the National Curriculum 2014)
How has the National Curriculum changed?
The expectation for pupils in maths has increased in line with the government’s new curriculum changes that came into effect in September 2014.
- The overall expectation has increased, with pupils being compared to children of similar ages of other nations.
- Arithmetic – which looks at methods of calculating will continue to be a greater focus. (Knowing the four operations [+ , -, x and ÷])
- There are slightly fewer areas covered but the ones covered are to a greater depth, e.g. less data handling but more on written methods.
- Knowing the times tables up to 12 x 12 is statutory by Year 4.
- Roman numerals have been introduced into Year 3, and will continue for the subsequent year groups in 4, 5 and 6.
- There is an earlier and more challenging requirement for fractions and decimals.
- Calculators are to be only used in the latter years of primary school (Yrs 5 & 6).
- Financial education has been reinforced, with a renewed emphasis on essential numeracy skills like using money and working with percentages.
- Probability has been removed from the primary curriculum.
- Data handling has decreased, but the curriculum makes more reference to interpretation of data.
- There is a greater emphasis in the use of large numbers, algebra, ratio and proportion at an earlier age.
The overall aim is for all children to become more confident and fluent with numbers and using written methods.
Calculation – At Holme School, we have a strong belief that children need efficient yet confident written methods. We understand the pedagogy behind calculation, especially that children need to be secure in all of the stages of calculation before using the more formal methods (e.g. ignoring addition on a number line and focusing on column addition). Using ‘formal’ written methods too early can have a detrimental effect on their ability to calculate mentally. Children need to be confident in a range of methods, and we work hard to ensure that this is achieved. Models and images are used to support the learning of calculation at all stages, e.g. Dienes to support the progression to decomposition (column subtraction).
Each term, class teachers assess the ‘stage’ that each child is confidently working at, ensuring that they can progress to an efficient and accurate method. This approach ensures that children develop ‘number sense’; the ability to apply the most appropriate method from their personal bank of calculation methods.