The New Maths Curriculum .

Three Aims

Fluent

Reason Mathematically

Solve Problems

Tonight’s Format

Then

Now

How

New National Curriculum in Year One

Evolution not Revolution

Year 1 and Year 2

New National Curriculum in Year One

Then: levels

Now: competent in all aspects

How: ideas to support your

Number and place value

Then – Count up to 20 (then 100)Now – Count up to 100, count back

down (from any given number)How:

First count with your child

then let them do the counting

start from a different numbers as the children become more confident

Remember to practise counting backwards too as this can be forgotten

Number: Fractions

Then – shapes and objects

Now – quantities too

How:

share items at home between groups of 2 and 4

use the vocabulary of half and a quarter to describe what you have done.

Measurement: Coins.

• Then – No emphasis about coins and notes

• Now – Recognise and know the different denominations for coins and notes

• How:• Which coins are silver? • Which note is the biggest?• Which coin has two colours?

Can they work out which coin it is by feeling it?

Opportunity to use money at the shops for coin recognition and also the opportunity to add up some items and select the right money.

Measurement: Time

Then – Use time language to sequence events

Now –

Specifically tell the time to the hour and half past the hour

Draw the hands on a clock face to show these times

How:

Practise looking at clocks on the hour and at half past (set your timer)

draw on the hands on a paper plate clock

Year 2

Then – Levels and SATs

Now – Levels, SATs and New National Curriculum

Number: Number and Place Value• Then – Count in steps of 2, 5 and 10; from 0;

forwards and backwards

• Now – Includes counting in steps of 3

• How:• Count in threes together• Colouring every third square on the hundred

square

Number: Number and Place Value

Then – Compare and order numbers up to one hundred

Now – Includes < (more than), > (less than) and = (equal) sign

How:

Measurement

• Then – Measure length, capacity; choose and use appropriate standard units to estimate and measure length

• Now – as before – now includes height and temperature

How• How

• Use thermometer in the house and garden• Read weighing scales in the kitchen /

bathroom• Measure and compare the height of family

members• Take body temperature

SupportFinal sentence

The new English Curriculum

What did the old English curriculum look like?

Last year the national curriculum focused on:

Reading:

Reading strategies and reading for information

Speaking and Listening

Writing:

Spelling, handwriting and presentation, composition and punctuation

What is different?

The new national curriculum focuses on similar objectives as the old curriculum, however it has been written in much more depth and with higher expectations. Some of the objectives have been changed slightly and some objectives have been added which include:

Vocabulary, grammar and punctuation

Speaking and listening has become ‘spoken language’

Reading

Reading strategies and reading for information has now become ‘word reading’ and ‘comprehension’ in the new curriculum.

Within reading, children should still continue to segment and blend phonemes together and recognise some sounds may have a different spelling but still sound the same. The big change in the new curriculum is children reading books aloud and accurately and to reread these books to build up their fluency and confidence in word reading. The curriculum focuses on an increased emphasis on fluency of reading, as before (in the old national curriculum) re-reading texts and reading them aloud and accurately were not specifically emphasised.

Within comprehension, children should continue to focus on understanding the content of the book. However the new curriculum has a big emphasis on listening and discussing what is being read in stories and poems for example.

Year 1 and 2 – word reading

Year 1

Read words with contractions (I’m)

Read aloud books developing their phonic knowledge

Re read books to build fluency and confidence

Year 2

Same as year 1

Continue to read common exception words (tricky words and high frequency words)

Listening to your child read aloud and continue to practice phonics

Year 1 and 2 – comprehension

Year 1

Listening and discussing poems, stories etc…

Discussing word meanings

Discussing the significance of title and events

Participate in discussion about what is read to them, taking turns and listening to others

Year 2

Listening and discussing poems, stories etc…

Discussing sequence of events

Discussing and clarifying meanings of words

Discussing favourite words

Spoken Language

Speaking and Listening has now become ‘Spoken Language’.

This part of the curriculum focused on speaking, listening, group discussion and interaction and drama.

The spoken language section of the curriculum states ‘children should participate in discussions, consider and evaluate different viewpoints, attending to and building on the contributions of others.

Writing

Writing was broken up into 5 sections in the old curriculum:

Composition, planning and drafting, punctuation, spelling and handwriting and presentation.

It has now been broken up into: spelling, handwriting, composition and grammar, vocabulary and punctuation.

The writing part of the curriculum has high expectations for the children and there is a bigger emphasis on spelling and grammar.

Writing - spelling In year 1 and year 2, children should be able to spell words from a large spelling list

with different sounds and phonemes, they should also be able to spell common exception words and apply different spelling rules, e.g. plurals.

Year 1

Use letter banes to distinguish between alternative spellings of the same sound

Apply simple spelling rules – as given

Write from memory simple sentences dictated by the teacher that include words using phonics, common exception words and punctuation taught so far

Children are now also expected to learn a specific set of spellings

Year 2

Learn to spell more words with contracted forms

Apply simple spelling rules – as given

Write from memory simple sentences dictated by the teacher that include words using GPCs, common exception words and punctuation taught so far

Learn spellings and support children with the sound of the week given out by the teachers

Writing - handwriting

Handwriting has not changed much within the new curriculum,

Children should still hold a pencil comfortably and correctly, where they should begin to form lower case letters and form capital letters

Year 1

Form digits 0-9

Understand which letters belong to which handwriting families

Year 2

In year 2, they should be able to write capital letters and digits of the correct size, orientation and relationship to one another and to lower-case letters.

Continue to practice letter and number formation at home in the same way we teach it at school.

Writing – composition

Similar to handwriting, the new curriculum builds upon the old curriculum in composition, where children should develop there ideas when writing and review their own work.

Year 1

In year 1 there is an emphasis on the children saying out loud what they are going to write about and composing a sentence orally before writing it.

Read aloud their writing clearly enough to be heard by peers and teacher

Year 2

Make simple additions, revisions and corrections to their own writing. This could be done by evaluating their writing with their teacher or other pupils, re-reading to check their writing makes sense and proofreading to check for errors in spelling, grammar and punctuation.

Encourage children to write at home if they would like to – don’t force them – then ask them to think about what they want to write by saying it out loud, and once they have written it thinking about how they could change it.

Writing – grammar, vocabulary and punctuation Out of the whole English curriculum, as

teachers we think this has been the biggest change.

Punctuation and vocabulary are still similar to the old curriculum, however there is now a much bigger emphasis on grammar.

Writing – grammar, vocabulary and punctuation

Writing – grammar, vocabulary and punctuation

Writing – grammar, vocabulary and punctuation