The New Maths National Curriculum: A School Perspective

OCC Mathematics Team Workshop

Carswell’s Context

• At first glance: • Good results at the end of KS2 for the last four

years• Appearance of great progress being made from

KS1 to KS2BUT• Children enter Year 6 at 3c/3b/3a• Most of the progress was/is being made in Year

6• We are playing ‘catch up’• Sound familiar?

Initial reaction

• Press coverage – tables by rote and by age 8, dividing fractions in Year 6!

• Michael Gove!!!• “Columnar methods” in Year 3?• What about number lines?• Steeper progression! Seriously?• Year 1!• Why?!• Reinventing the wheel• Shift in pedagogy expected but not obvious• What about NQTs?• !*$!

What changed?

• OCC briefing• OUP briefing• NCETM/Nrich training

• Opportunity!

Positives

• “The beauty and power of mathematics”• Deep conceptual understanding• Models and images/manipulatives• Fluency• Accuracy• Not racing through coverage• NCETM/Nrich• Still have all the fabulous resources• Teachers as professionals• Opportunity to get down to what really

matters

SIP actions so far

• Whole school focus on the Connections Model - 3-11• Get children using it • Embed this into short term planning• Attend as much high-quality training as possible• Series of 6-8 training sessions over the year• Whole staff INSET day - January• Audit and purchase resources for each class• Train the Governors• Train the parents• All teacher training replicated in TA training• Beautiful Mathematics display• Signpost new teachers to the ‘best’ resources• Success@Arithmetic

Connections Model

Use NCETM and NRich

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Next steps

• Rewrite the Calculation Policy through staff training sessions

• Short observations and feedback focused on use of manipulatives/connections

• Observations of best practitioners• Specific training – e.g. Numicon• Decide on progression in manipulatives• Term by term planning decisions• Numbers Count teacher - PPF

What is the relationship between the diameter of a circle and it’s

circumference?

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