The New Curriculum for
Mathematics
Knowing, learning, understanding are not linear. . . A
field of knowledge, such as mathematics, is a territory,
and knowing is not just a matter of knowing all the
items in the territory, but of knowing how they relate
to, compare with, and fit in with each other. . . It is the
difference between knowing the names of all the streets
in a city and being able to get from any place, by any
desired route to another place"
Holt, J. (1984), How children fail
The curriculum is now organised into
programmes of study specific to each
year group.
* Number - Number and Place Value
Addition and Subtraction
Multiplication and Division
Fractions
* Measurement
*Geometry –
Properties of shapes
Position and Direction
*Statistics (Year 2) – Name change from Data
* Number - Number and Place Value
Addition and Subtraction
Multiplication and Division
Fractions (including decimals - Year 4)
* Measurement
*Geometry –
*Statistics
Properties of shapes
Position and Direction (Year 4)
* Number - Number and Place Value
Addition and Subtraction
Multiplication and Division
Fractions (including decimals and
percentages)
* Measurement
* Geometry – Properties of shapes
Position and Direction
* Statistics
* Number - Number and Place Value
Addition, Subtraction, Multiplication
and Division
Fractions (including decimals and
percentages)
* Ratio and proportion
* Algebra
* Measurement
*Geometry – Properties of shapes
Position and Direction
*Statistics
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An emphasis on greater rigour, in particular arithmetic, and
promoting efficient written methods of long multiplication and
division.
There is to be more demanding content in fractions, decimals
and percentages.
The removal of calculator and other ICT devices is
encouraged as strong written and mental strategies should be
developed
Expectation that children will move through the programme of
study at broadly the same pace
Children who grasp concepts rapidly should be challenged
with sophisticated problems before any acceleration through
new content. (embedding)
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count to and across 100, forwards and backwards,
beginning with 0 or 1, or from any given number
(From Year 2)
count in different multiples including ones, twos,
fives and tens (From Year 2)
represent and use number bonds and related
subtraction facts within 20 (From Year 2)
Using pictorial representations and arrays with the
support of the teacher. (From Year 2)
describe position, directions and movements,
including three-quarter turns. (From Year 2)
Describe and measure volume - NEW
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count in steps of 3
use place value and number facts to solve
problems.
recognise, find, name and write fractions 1/3
choose and use appropriate standard units to
estimate and measure temperature (°C)
Compare and order volumes
tell and write the time to five minutes,
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count from 0 in multiples of 8
add and subtract numbers with up to three digits, using the efficient
written methods of columnar addition and subtraction
recall and use multiplication and division facts for the 8 multiplication
tables
progressing to formal written methods
Measure, compare, add and subtract (mm)
Measure the perimeter of simple 2D shapes
Tell and write the time from an analogue clock
12hr and 24 hours clocks
Estimate and read time with increasing accuracy to the nearest
minute
Use vocabulary am/pm
Horizontal and vertical lines and pairs of perpendicular and parallel
lines.
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solve problems, including missing number problems,
involving multiplication and division, including
integer scaling problems and correspondence
problems in which n objects are connected to m
objects.
add and subtract fractions with the same
denominator within one whole (e.g. 5/7 + 1/7 = 6/7
)
measure, compare, add and subtract: lengths
(m/cm/mm);
mass (kg/g); volume/capacity (l/ml)
tell and write the time from an analogue clock,
including using Roman numerals from I to XII
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count backwards through zero to include negative numbers
multiply three-digit numbers by a one-digit number
round decimals with one decimal place to the nearest whole
number
convert between different units of measure (e.g. kilometre to metre;
hour to minute)
read, write and convert time between analogue and digital 12 and
24-hour clocks
describe positions on a 2-D grid as coordinates in the first quadrant
Describe movements between positions as translations of a given unit
to the left/right and up/down
Plot specified points and draw sides to complete a given polygon.
interpret and present continuous data using appropriate graphical
methods including time graphs
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read Roman numerals to 100 (I to C) and
understand how, over time, the numeral system
changed to include the concept of zero and place
value.
recall multiplication and division facts for
multiplication tables up to 12 × 12
multiplying together three numbers
multiply two-digit and three-digit numbers by a onedigit number using formal written layout
add and subtract fractions with the same
denominator.
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solve addition and subtraction multi-step problems in contexts, deciding
which operations and methods to use and why.
know and use the vocabulary of prime numbers, prime factors and composite
(non-prime) numbers
establish whether a number up to 100 is prime and recall prime numbers up to
19
multiply numbers up to 4 digits by a two-digit number
compare and order fractions whose denominators are all multiples of the
same number
recognise and use thousandths and relate them to tenths, hundredths and
decimal equivalents
read, write, order and compare numbers with up to three decimal places
solve problems involving number up to three decimal places.
convert between different units of measure (e.g. km and m; m and cm; cm
and mm; kg and g; l and ml)
understand and use basic equivalences between metric and common
imperial units and express them in approximate terms
estimate the area of irregular shapes
Identify angles at a point and one whole turn (total 360o)
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read Roman numerals to 1000 (M) and recognise
years written in Roman numerals.
the formal written method of short division
recognise and use square numbers and cube
numbers, and the notation for squared and cubed
add and subtract fractions with the same
denominator and related fractions;
multiply proper fractions and mixed numbers by whole
numbers, supported by materials and diagrams.
Estimate volume (e.g. using 1 cm3 blocks to build
cubes and cuboids) and capacity (e.g. using water)
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read, write, order and compare numbers up to 10 000 000
multiply multi-digit numbers up to 4 digits by a two-digit whole number using the
formal written method of long multiplication
divide numbers up to 4 digits by a two-digit whole number using the formal written
method of long division
add and subtract fractions with different denominators and mixed numbers,
using the concept of equivalent fractions
multiply simple pairs of proper fractions, writing the answer in its simplest form (e.g.
1/4 × 1/2 = 1/8 )
divide proper fractions by whole numbers (e.g. 1/3 ÷ 2 = 1/6 ).
use, read, write and convert between standard units, converting measurements of
length, mass, volume and time from a smaller unit of measure to a larger unit, and
vice versa, using decimal notation to three decimal places
calculate the area of parallelograms and triangles
recognise when it is necessary to use the formulae for area and volume of shapes
compare and classify quadrilaterals and regular polygons
illustrate and name parts of circles, including radius, diameter and circumference
Construct pie charts
http://www.ted.com/talks/conrad_wolfram_t
eaching_kids_real_math_with_computers.ht
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