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Primary maths curriculum review Content correlation between final (September2013) and previous NC Schoolzone September 2013 01242 262906 philip@schoolzone.co.uk Introduction This correlation table is based on the September 2013 final version of the curriculum. Correlations to the previous standards were carried out by primary headteachers. Items in red text are new to the primary curriculum; those in orange have moved from one year group to another while those in green are largely unchanged from the previous standards. Note that this correlation relates only to the learning objectives, not to any changes in pedagogy, assessment or emphasis. Code numbers prefixing each learning objective have been introduced by Schoolzone for referencing purposes. THIS DOCUMENT IS PROTECTED BY COPYRIGHT AND MAY NOT BE SHARED VIA TES OR OTHER WEBSITES. IF YOU WISH TO SHARE IT, PLEASE USE THE LINK BELOW, WHERE UPDATES WILL ALSO BE POSTED. Further support documents for the introduction of the new curriculum can be found at: http://www.schoolzone.co.uk/schools/NewCurriculum.asp CONTENTS Year 1 5 NUMBER 5 Number and place value 5 Addition and subtraction 6 Multiplication and division 6 Fractions 7 MEASUREMENT 8 GEOMETRY 9 Properties of shapes 9 Position and direction 9 Year 2 10 NUMBER 10 Number and place value 10 Addition and subtraction 11 Multiplication and division 12 Fractions 13 MEASUREMENT 14 GEOMETRY 15 Properties of shapes 15 Position and direction 15 STATISTICS 16 Year 3 17 NUMBER 17 Number and place value 17 Addition and subtraction 18 Multiplication and division 19 Fractions 20 MEASUREMENT 21 GEOMETRY 22 Properties of shapes 22 STATISTICS 23 Year 4 24 NUMBER 24 Number, place value 24 Addition and subtraction 25 Multiplication and division 26 Fractions (including decimals) 27 MEASUREMENT 28 GEOMETRY 29 Properties of shapes 29 Position and direction 29 STATISTICS 30 Year 5 31 NUMBER 31 Number and place value 31 Addition and subtraction 32 Multiplication and division 33 Fractions (including decimals and percentages) 34 MEASUREMENT 36 GEOMETRY 37 Properties of shapes 37 Position and direction 38 STATISTICS 38 Year 6 39 NUMBER 39 Number and place value 39 Addition, subtraction, multiplication and division 40 Fractions (including decimals and percentages) 41 RATIO AND PROPORTION 42 ALGEBRA 43 MEASUREMENT 44 GEOMETRY 45 Properties of shapes 45 Position and direction 45 STATISTICS 46 Year 1 Primary maths curriculum review | 5 Year 1 Statutory requirements Correlation NUMBER Number and place value Pupils should be taught to: Y1Nu1: count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number Y1Nu2: count, read and write numbers to 100 in numerals, count in different multiples including ones, twos, fives and tens Brought down from Year 2: ‘Count up to 100 objects’. Year 1 was previously ‘count reliably at least 20 objects’. Brought down from Year 2: ‘To count up to 100 objects by grouping and counting them and counting in 10s, 5s or 2s’…Year 1 was previously ‘read and write numerals from 0 to 20, then beyond’. Previous Year 1 objectives stated: ‘count on or back in 1s, 2s, 5s and 10s. Y1Nu3: given a number, identify one more and one less Y1Nu4: identify and represent numbers using concrete objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least Y1Nu5: read and write numbers from 1 to 20 in digits and words. Year 1 was previously ‘read and write numerals from 0 to 20, then beyond.’ Brought down from Year 2: ‘Read and write two-digit numbers in figures and words’. Correlations are the intellectual property of Schoolzone.co.uk Ltd Year 1 Primary maths curriculum review | 6 Addition and subtraction Pupils should be taught to: Y1Ad1: read, write and interpret mathematical statements involving addition (+), subtraction (-) and equals (=) signs Y1Ad2: represent and use number bonds and related subtraction facts within 20 Y1Ad3: add and subtract one-digit and twodigit numbers to 20, including zero Y1Ad4: solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = - 9. Moved down from Year 2: ‘Derive and recall all addition and subtraction facts for each number to at least 10, all pairs with totals to 20’. Year 1 was previously: ‘use practical and informal written methods to support the addition of a 1 digit number or a multiple of 10 from a 2 digit number/ subtraction of a 1 digit number or 2 digit number and a multiple of 10 from a 2 digit number. Year 1 was previously: ‘Solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money’; ‘Describe a puzzle or problem using numbers, practical materials and diagrams; use these to solve the problem’; ‘Describe ways of solving puzzles and problems, explain choices orally or using pictures.’ The previous objectives did not stipulate ‘one-step’ problems. Multiplication and division Pupils should be taught to: Y1Mu1: solve one-step problems involving multiplication and division, calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher. Moved down from Year 2: Solving problems involving multiplication and division in contexts of numbers, measures or pounds and pence. Again, these did not stipulate ‘one-step’ problems. Correlations are the intellectual property of Schoolzone.co.uk Ltd Year 1 Primary maths curriculum review | 7 Fractions Pupils should be taught to: Y1Fr1: recognise, find and name a half as one of two equal parts of an object, shape or quantity Year 1 was previously: ‘Use the value of halves and quarters in context’. Y1Fr2: recognise, find and name a quarter as one of four equal parts of an object, shape or quantity Moved down from Year 2: Finding one half, one quarter (and three quarters) of shapes and sets of objects. Correlations are the intellectual property of Schoolzone.co.uk Ltd Year 1 Primary maths curriculum review | 8 MEASUREMENT Pupils should be taught to: Y1Me1: compare, describe and solve practical problems for: Y1Me1a: lengths and heights (e.g. long/short, longer/shorter, tall/short, double/half) Y1Me1b: mass or weight (e.g. heavy/light, heavier than, lighter than) Y1Me1c: capacity/volume (full/empty, more than, less than, quarter) Y1Me1d: time (quicker, slower, earlier, later) Y1Me2: measure and begin to record the following: Y1Me2a: lengths and heights Y1Me2b: mass/weight Y1Me2c: capacity and volume Year 1 previously: ‘Estimate, measure, weigh and compare objects, choosing and using suitable uniform nonstandard or standard units and measuring instruments’. Moved up from Foundation Stage: ‘Use language such as ‘greater’, ‘smaller’, ‘heavier’ or ‘lighter’ to compare quantities’. Very specific vocabulary not seen in previous framework Year 1 previously: ‘Use vocabulary related to time’. Year 1: ‘To estimate, measure, weigh and compare objects’, but Year 2 stated what to measure and record i.e. ‘compare and measure lengths, weights and capacities’; also ‘use units of time (seconds, minutes, hours, days)’ was previously a Year 2 objective. Y1Me2d: time (hours, minutes, seconds) Y1Me3: recognise and know the value of different denominations of coins and notes Y1Me4: sequence events in chronological order using language such as: before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening Denominations of coins not mentioned previously, only the context of handling money e.g. ‘pay’ and ‘give change’. Y1Me5: recognise and use language relating to dates, including days of the week, weeks, months and years Y1Me6: tell the time to the hour and half past the hour and draw the hands on a clock face to show these times. Drawing the hands on a clock face to show the hour and half past the hour is new. Correlations are the intellectual property of Schoolzone.co.uk Ltd Year 1 Primary maths curriculum review | 9 GEOMETRY Properties of shapes Pupils should be taught to: Y1Gs1: recognise and name common 2-D and 3-D shapes, including: Y1Gs1a: 2-D shapes (e.g. rectangles (including squares), circles and triangles) Previously said ‘visualise’. Shapes not previously identified. Y1Gs1b: 3-D shapes (e.g. cuboids (including cubes), pyramids and spheres). Position and direction Pupils should be taught to: Y1Gp1: describe position, directions and movements, including half, quarter and threequarter turns. Year 1 previously said: ‘use them to make patterns’ and ‘recognise and make whole, half and quarter turns’. Three-quarter turns new. Correlations are the intellectual property of Schoolzone.co.uk Ltd Year 2 Primary maths curriculum review | 10 Year 2 Statutory requirements Correlation NUMBER Number and place value Pupils should be taught to: Y2Nu1: count in steps of 2, 3, and 5 from 0, and count in tens from any number, forward or backward Y2Nu2: recognise the place value of each digit in a two-digit number (tens, ones) Year 2 previously: ‘Count up to 100 objects by grouping them and counting in 10s, 5s and 2s’; Brought down from Year 3: ‘Count on from and back to 0 in single digit steps or multiples of 10’. Counting in steps of 3 is new. Y2Nu3: identify, represent and estimate numbers using different representations, including the number line Y2Nu4: compare and order numbers from 0 up to 100; use <, > and = signs Y2Nu5: read and write numbers to at least 100 in numerals and in words Y2Nu6: use place value and number facts to solve problems. Correlations are the intellectual property of Schoolzone.co.uk Ltd Year 2 Primary maths curriculum review | 11 Addition and subtraction Pupils should be taught to: Y2Ad1: solve problems with addition and subtraction: Y2Ad1a: using concrete objects and pictorial representations, including those involving numbers, quantities and measures Y2Ad1b: applying their increasing knowledge of mental and written methods Y2Ad2: recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100 Y2Ad3: add and subtract numbers using concrete objects, pictorial representations, and mentally, including: Y2Ad3a: a two-digit number and ones Y2Ad3b: a two-digit number and tens Y2Ad3c: two two-digit numbers Year 2 previously: ‘Solve problems including addition, subtraction, multiplication and division in context of numbers, measures or pounds and pence; ‘present solutions to puzzles and problems in an organized way; explain decisions, methods and results in pictorial, spoken or written form, using mathematical language and number sentences’. Year 2 previously only pairs that total 20 and pairs of multiples of 10 with totals up to 100. Brought down from Year 3: ‘Derive and recall all addition and subtraction facts for each number to 20, sums and differences of multiples of 10 and number pairs that total 100’. Previously only stated ‘add or subtract mentally a 1 digit number, a multiple of 10 to or from any 2 digit number; use practical and informal written methods to add and subtract 2 digit numbers’. No mention of adding three 1 digit numbers. Y2Ad3d: adding three one-digit numbers Y2Ad4: show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot Brought up from Year 1: ‘Recognise that addition can be done in any order’. Y2Ad5: recognise and use the inverse relationship between addition and subtraction and use this to check calculations and missing number problems. Correlations are the intellectual property of Schoolzone.co.uk Ltd Year 2 Primary maths curriculum review | 12 Multiplication and division Pupils should be taught to: Y2Mu1: recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers Y2Mu2: calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs Y2Mu3: show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot Y2Mu4: solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts. Reference to commutative law of multiplication and division is new. Year 2 previously stated: ‘Represent repeated addition and arrays as multiplication, and sharing and repeated subtraction (grouping) as division.’ Never previously stipulated solving problems. Correlations are the intellectual property of Schoolzone.co.uk Ltd Year 2 Primary maths curriculum review | 13 Fractions Pupils should be taught to: Y2Fr1: recognise, find, name and write fractions 1/ 3 , 1/ 4 , 2/ 4 and 3/ 4 of a length, shape, set of objects or quantity Y2Fr2: write simple fractions e.g. 1/ 2 of 6 = 3 and recognise the equivalence of 2/4 and 1 /2 . Year 2 previously only stated: ‘Find one half, one quarter and three quarters of shapes and sets of objects’. Brought down from Year 3: ‘Find unit fractions of numbers and quantities’ References to 1/3 and 2/4 are new, as is writing simple fractions and recognizing the equivalence of two quarters and one half (although Year 3 previously mentioned reading and writing proper fractions and using diagrams to compare fractions and establish equivalents) Correlations are the intellectual property of Schoolzone.co.uk Ltd Year 2 Primary maths curriculum review | 14 MEASUREMENT Pupils should be taught to: Y2Me1: choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels Reference to standard units for measuring temperature is new. Y2Me2: compare and order lengths, mass, volume/capacity and record the results using >, < and = Y2Me3: recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value Y2Me4: find different combinations of coins that equal the same amounts of money Y2Me5: solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change Y2Me6: compare and sequence intervals of time Y2Me7: tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times Y2Me8: know the number of minutes in an hour and the number of hours in a day. Using the symbols (£, p) was previously a Year 3 objective: ‘Represent the information in a puzzle or problem using numbers, images or diagrams; use these to find a solution and present it in context, where appropriate using £.p notation or units of measure’, although Year 2 objectives did previously state that pupils should be able to ‘solve problems involving addition, subtraction, multiplication or division in the context of pounds and pence’. Brought down from Year 3: ‘Read the time on a 12-hour digital clock and to the nearest 5 minutes on an analogue clock’. Year 2 previously stated: ‘Read the time to the quarter hour’. Writing the time and drawing the hands on a clock face are new. Correlations are the intellectual property of Schoolzone.co.uk Ltd Year 2 Primary maths curriculum review | 15 GEOMETRY Properties of shapes Pupils should be taught to: Y2Gs1: identify and describe the properties of 2-D shapes, including the number of sides and symmetry in a vertical line Y2Gs2: identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces Y2Gs3: identify 2-D shapes on the surface of 3-D shapes [for example a circle on a cylinder and a triangle on a pyramid] Y2Gs4: compare and sort common 2-D and 3-D shapes and everyday objects. ‘edges, vertices and faces’ were not specified in the old framework, but taught through ‘describe the properties of’ The reference to identifying 2-D shapes on the surface of 3-D shapes is new, although identifying ‘shapes from pictures of them in different positions and orientations’ was previously a Year 2 objective. Position and direction Pupils should be taught to: Y2Gp1: order and arrange combinations of mathematical objects in patterns Y2Gp1: use mathematical vocabulary to describe position, direction and movement, including movement in a straight line, including distinguishing between rotation as a turn and in terms of right angles for quarter, half and three- quarter turns (clockwise and anti-clockwise). Year 2 previously stated: ‘Describe patterns and relationships involving numbers and shapes’, the mention of ‘order and arrange’ is new. Reference to three-quarter turns is completely new. Aspects of recognising that a straight line is equivalent to 2 right angles previously appeared in Year 3. Correlations are the intellectual property of Schoolzone.co.uk Ltd Year 2 Primary maths curriculum review | 16 STATISTICS Pupils should be taught to: Y2Da1: interpret and construct simple pictograms, tally charts, block diagrams and simple tables Y2Da2: ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity Y2Da3: ask and answer questions about totalling and compare categorical data. Some aspects moved up from Year 1: ‘present outcomes using practical resources, pictures, block graphs or pictograms’. Year 2 previously stated: ‘collecting and recording data is lists and tables; represent the data as block graphs or pictograms to show results’. ‘Interpreting’ and ‘tally charts’ moved down from Year 3: ‘Answer a question by collecting, organizing and interpreting data; use tally charts, frequency tables, pictograms and bar charts to represent results and illustrate observations’. Asking questions not previously referred to. Correlations are the intellectual property of Schoolzone.co.uk Ltd Year 3 Primary maths curriculum review | 17 Lower Key Stage 2 Year 3 Statutory requirements Correlation NUMBER Number and place value Pupils should be taught to: Y3Nu1: count from 0 in multiples of 4, 8, 50 and 100; finding 10 or 100 more or less than a given number Y3Nu2: recognise the place value of each digit in a three-digit number (hundreds, tens, ones) Y3Nu3: compare and order numbers up to 1000 Y3Nu4: identify, represent and estimate numbers using different representations Y3Nu5: read and write numbers up to 1000 in numerals and in words Previously Year 3: ‘Derive and recall multiplication facts for the 2, 3, 4, 5, 6 and 10 times tables’ and ‘multiply 1 digit and 2 digit numbers by 10 and 100 and describe the effect’. Multiples of 8 and 50 are new, but link to doubling and halving, such as: ‘Use knowledge of number operations and corresponding inverses, including doubling and halving, to estimate and calculations’. Finding 10 or 100 more or less than a given number has been moved down from Year 4: ‘Use knowledge of addition and subtraction facts and place value to derive sums and differences of pairs of multiples of 10, 100’. Y3Nu6: solve number problems and practical problems involving these ideas. Correlations are the intellectual property of Schoolzone.co.uk Ltd Year 3 Primary maths curriculum review | 18 Addition and subtraction Pupils should be taught to: Y3Ad1: add and subtract numbers mentally, including: a three-digit number and ones a three-digit number and tens a three-digit number and hundreds Y3Ad2: add and subtract numbers with up to three digits, using the formal written methods of columnar addition and subtraction Y3Ad3: estimate the answer to a calculation and use inverse operations to check answers Year 3 previously stated: ‘Add or subtract mentally combinations of 1 digit and 2 digit numbers’ and ‘partition 3 digit numbers into multiples of 100, 10 and 1 in different ways’. The mention of mentally adding and subtracting 3 digit numbers is new. The previous Year 3 objectives merely stated: ‘Develop and use written methods to record, support or explain addition and subtraction of 2 digit and 3 digit numbers’. The specific reference to ‘formal written methods of columnar addition and subtraction’ is new. Y3Ad4: solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction. Correlations are the intellectual property of Schoolzone.co.uk Ltd Year 3 Primary maths curriculum review | 19 Multiplication and division Pupils should be taught to: Y3Mu1: recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables Y3Mu2: write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for two-digit numbers times onedigit numbers, using mental and progressing to formal written methods Y3Mu3: 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. Previously Year 3: ‘Derive and recall multiplication facts for the 2, 3, 4, 5, 6 and 10 times tables’. The reference to the 8 times table is new. The new PoS refers to mathematical ‘statements’, whereas previously these were mathematical ‘sentences’. It was unclear what this objective referred to without the use of the guidance notes, which state: ‘Pupils should develop reliable written methods for multiplication and division, starting with calculations of 2 digit numbers by 1 digit numbers and progressing to the efficient written methods of short multiplication and division’ and ‘solve simple problems in contexts, deciding which of the four operations to use and why, including measuring and scaling contexts, and correspondence problems in which m objects are connected to n objects (e.g. 3 hats and 4 coats, how many different outfits; 12 sweets shared equally between 4 children; 4 cakes shared equally between 8 children)’. The previous Year 3 objectives related to this were: ‘Solve one step and two step problems involving numbers, money or measures, including time, choosing and carrying out appropriate calculations’ and ‘use practical and informal written methods to multiply and divide two digit numbers’. Correlations are the intellectual property of Schoolzone.co.uk Ltd Year 3 Primary maths curriculum review | 20 Fractions Pupils should be taught to: Y3Fr1: count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10 Y3Fr2: recognise, find and write fractions of a discrete set of objects: unit fractions and nonunit fractions with small denominators Y3Fr3: recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators Year 3 previously stated: ‘count on or back from zero in single digit steps or multiples of 10’. The reference to tenths is new. Year 3 previously stated: ‘Read and write proper fractions interpreting the denominator as the parts of the whole and the numerator as the number of parts’ and ‘find unit fractions of numbers and quantities’; distinguishing between ‘unit fractions and non-unit fractions’ is new. Y3Fr4: recognise and show, using diagrams, equivalent fractions with small denominators Y3Fr5: add and subtract fractions with the same denominator within one whole (e.g. 5/ 7 + 1/ 7 = 6/ 7 ) Adding and subtracting fractions with the same denominator within one whole is new. Y3Fr6: compare and order unit fractions, and fractions with the same denominator Y3Fr7: solve problems that involve all of the above. Correlations are the intellectual property of Schoolzone.co.uk Ltd Year 3 Primary maths curriculum review | 21 MEASUREMENT Pupils should be taught to: Y3Me1: measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml) Y3Me2: measure the perimeter of simple 2-D shapes Y3Me3: add and subtract amounts of money to give change, using both £ and p in practical contexts Moved down from Year 4: ‘Draw rectangles and measure and calculate their perimeters’. Previously Year 5: ‘Measure and calculate the perimeter of regular and irregular polygons’. Y3Me4: tell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12-hour and 24hour clocks Year 3 previously stated: Read the time on a 12 hour digital clock and to the nearest 5 minutes on an analogue clock’. No mention of roman numerals previously. Brought down from Year 5: ‘Read time using 24 hour clock notation. Y3Me5: estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes, hours and o’clock; use vocabulary such as a.m./p.m., morning, afternoon, noon and midnight Moved down from Year 4: ‘Read time to the nearest minute; use am, pm and 12 hour clock notation’. Y3Me6: know the number of seconds in a minute and the number of days in each month, year and leap year Moved up from Year 2: ‘Use units of time (seconds, minutes, hours and days) and know the relationships between them.’ Y3Me7: compare durations of events, for example to calculate the time taken by particular events or tasks. Correlations are the intellectual property of Schoolzone.co.uk Ltd Year 3 Primary maths curriculum review | 22 GEOMETRY Properties of shapes Pupils should be taught to: Y3Gs1: draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations; and describe them Y3Gs2: recognize that angles are a property of shape or a description of a turn Knowing that a right angle represents a quarter turn was previously a Year 2 objective, whereas identifying right angles in 2D shapes was Year 3. Y3Gs3: identify right angles, recognise that two right angles make a half-turn, three make three quarters of a turn and four a complete turn; identify whether angles are greater than or less than a right angle. Simply identifying greater of less than 90 degrees is similar to before, although ‘compare and order angles less than 180 degrees’ was previously Year 4 and some aspects of estimating obtuse and acute angles did not previously appear until Year 5. Y3Gs4: identify horizontal, vertical, perpendicular and parallel lines. Moved down from Year 4: ‘Recognising horizontal and vertical lines’. Moved down from Year 5: ‘recognise parallel and perpendicular lines in grids and shapes’. Correlations are the intellectual property of Schoolzone.co.uk Ltd Year 3 Primary maths curriculum review | 23 STATISTICS Pupils should be taught to: Y3Da1: interpret and present data using bar charts, pictograms and tables Y3Da2: solve one-step and two-step questions [for example ‘How many more?’ and ‘How many fewer?’] using information presented in scaled bar charts and pictograms and tables. Previously a Year 2 objective: ‘Answer a question by collecting and recording data in lists and tables; represent the data as block graphs or pictograms’. Previous Year 3 objectives stated: ‘answer a question by collecting, organising and interpreting data; use tally charts, frequency tables, pictograms and bar charts’. Correlations are the intellectual property of Schoolzone.co.uk Ltd Year 4 Primary maths curriculum review | 24 Year 4 Statutory requirements Correlation NUMBER Number, place value Pupils should be taught to Y4Nu1: count in multiples of 6, 7, 9, 25 and 1000 Y4Nu2: find 1000 more or less than a given number Previously Year 4: ‘Derive and recall multiplication facts up to 10 x 10’ and ‘use knowledge of addition and subtraction facts and place value to derive sums and differences of pairs of multiples of 10, 100 or 1000’. Previously Year 5: ‘multiply by 25 (e.g. 16 x 25)’ Not specified beyond ‘saying 1 more or less than’ or ’10 more or less than’ (Year 1) in the old framework Y4Nu3: count backwards through zero to include negative numbers Y4Nu4: recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones) Y4Nu5: order and compare numbers beyond 1000 Y4Nu6: identify, represent and estimate numbers using different representations Brought down from Year 5: ‘Count from any given number in whole-number and decimal steps, extending beyond zero when counting backwards’. Year 4 previously: ‘Partition, round and order 4 digit whole numbers.’ Moved up from Year 3: ‘Read, write and order whole numbers to at least 1000 and position them on a number line’. Y4Nu7: round any number to the nearest 10, 100 or 1000 Y4Nu8: solve number and practical problems that involve all of the above and with increasingly large positive numbers Y4Nu9: read Roman numerals to 100 (I to C) and know that, over time, the numeral system changed to include the concept of zero and place value. No mention of Roman numerals previously. Correlations are the intellectual property of Schoolzone.co.uk Ltd Year 4 Primary maths curriculum review | 25 Addition and subtraction Pupils should be taught to: Y4Ad1: add and subtract numbers with up to 4 digits using the efficient written methods of columnar addition and subtraction where appropriate No year group previously specified addition and subtraction with numbers up to 4 digits. Y4Ad2: estimate and use inverse operations to check answers to a calculation Y4Ad3: solve addition and subtraction twostep problems in contexts, deciding which operations and methods to use and why. Correlations are the intellectual property of Schoolzone.co.uk Ltd Year 4 Primary maths curriculum review | 26 Multiplication and division Pupils should be taught to: Y4Mu1: recall multiplication and division facts for multiplication tables up to 12 × 12 Y4Mu2: use place value, known and derived facts to multiply mentally and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers Year 4 previously stated: ‘Derive and recall multiplication facts up to 10 x 10’. No previous mention of multiplying mentally until Year 5: ‘Extend mental methods for whole-number calculations, for example to multiply a 2 digit by a 1 digit number’; multiplying by 0 and 1 and multiplying 3 numbers not previously specified. Mental division not previously specified, including dividing by 1. Y4Mu2: recognise and use factor pairs and commutativity in mental calculations Moved down from Year 5: ‘Identify pairs of factors of two-digit whole numbers and find common multiples’, although not specifically related to mental calculations. No mention previously of commutativity in mental calculations. Y4Mu3: multiply two-digit and three-digit numbers by a one-digit number using formal written layout Year 4 previously stated: ‘Develop and use written methods to record, support and explain multiplication of 2 digit numbers by a 1 digit number’. Y4Mu4: solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder correspondence problems such as which n objects are connected to m objects. Moved down from Year 5: refining written methods to multiply and HTU. Formal written layout not previously stated. Year 4 previously stated: ‘Solve onestep and two-step problems; choose and carry out appropriate calculations’. The guidance notes for the new PoS state: ‘Pupils should write statements about the equality of expressions [e.g. use the distributive law 39 × 7 = 30 × 7 + 9 × 7 and associative law (2 × 3) × 4 = 2 × (3 × 4)]’ and ‘Pupils should solve two-step problems in contexts, choosing the appropriate operation, working with increasingly harder numbers. This should include correspondence questions such as three cakes shared equally between 10 children. Correlations are the intellectual property of Schoolzone.co.uk Ltd Year 4 Primary maths curriculum review | 27 Fractions (including decimals) Pupils should be taught to: Y4Fr1: recognise and show, using diagrams, families of common equivalent fractions Previously Year 4: Use diagrams to identify equivalent fractions (e.g. 6/8 and 3/4, or 70/100 and 7/10)’ Y4Fr2: count up and down in hundredths; recognise that hundredths arise when dividing an object by a hundred and dividing tenths by ten The previous Year 4 framework only stated: ‘counting on or back in steps of constant size’; no specific mention of counting in fractions. Y4Fr3: solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including nonunit fractions where the answer is a whole number Previously Year 4: ‘Find fractions of numbers, quantities or shapes’ Year 5 stated: ‘solve problems involving proportions of quantities (e.g. decrease quantities in a recipe designed to feed six people) Y4Fr4: add and subtract fractions with the same denominator Not previously specified Y4Fr5: recognise and write decimal equivalents of any number of tenths or hundredths Y4Fr6: recognise and write decimal equivalents to 1/ 4 ; 1/ 2 ; 3/ 4 Y4Fr7: find the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits in the answer as units, tenths and hundredths Year 4 previously: ‘Divide numbers to 1000 by 10 and the 100 (whole number answers). Brought down from Year 5: ‘Use understanding of place value to divide whole numbers and decimals by 10, 100 or 1000’. Correlations are the intellectual property of Schoolzone.co.uk Ltd Year 4 Y4Fr8: round decimals with one decimal place to the nearest whole number Y4Fr9: compare numbers with the same number of decimal places up to two decimal places Primary maths curriculum review | 28 Moved down from Year 5: ‘Explain what each digit represents in whole numbers and decimals with up to two places, and partition, round and order these numbers’. Rounding to one decimal place not mentioned previously. Y4Fr10: solve simple measure and money problems involving fractions and decimals to two decimal places. MEASUREMENT Pupils should be taught to: Y4Me1: convert between different units of measure (e.g. kilometre to metre; hour to minute) Moved down from Year 5: ‘Convert larger to smaller units using decimals to one place (e.g. change 2.6kg to 2600g) Y4Me2: measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres Year 4 previously: ‘Draw rectangles and measure and calculate their perimeter. Year 5 stated: ‘measure and calculate the perimeter of regular and irregular polygons’. Y4Me3: find the area of rectilinear shapes by counting squares Y4Me4: estimate, compare and calculate different measures, including money in pounds and pence Y4Me5: read, write and convert time between analogue and digital 12 and 24hour clocks No previous mention of estimating and calculating money. Moved down from Year 5: ‘Read timetables and time using 24 hour clock notation’. Y4Me6: solve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days. Correlations are the intellectual property of Schoolzone.co.uk Ltd Year 4 Primary maths curriculum review | 29 GEOMETRY Properties of shapes Pupils should be taught to: Y4Gs1: compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes Y4Gs2: identify acute and obtuse angles and compare and order angles up to two right angles by size Terms ‘acute’ and ‘obtuse’ not previously introduced until Year 5. Year 4 stated: ‘compare and order angles less than 180 degrees’. Y4Gs3: identify lines of symmetry in 2-D shapes presented in different orientations Y4Gs4: complete a simple symmetric figure with respect to a specific line of symmetry. Moved up from Year 3: ‘Draw and complete shapes with reflective symmetry; draw the reflection of a shape in a mirror line along one side. Position and direction Pupils should be taught to: Y4Gp1: describe positions on a 2-D grid as coordinates in the first quadrant Y4Gp2: describe movements between positions as translations of a given unit to the left/right and up/down Y4Gp3: plot specified points and draw sides to complete a given polygon. Moved down from Year 5: ‘Read and plot coordinates in the first quadrant’. ‘Follow and give instructions involving position, direction and movement’ was previously Year 2; objectives in subsequent years refer to using compass directions to describe movements. Drawing the position of a shape after translation was not previously expected until Year 5. Correlations are the intellectual property of Schoolzone.co.uk Ltd Year 4 Primary maths curriculum review | 30 STATISTICS Pupils should be taught to: Y4Da1: interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs Y4Da2: solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs. Year 4 previously: ‘Answer a question by identifying what data to collect; organise, present, analyse and interpret the data in tables, diagrams, tally charts, pictograms and bar charts, using ICT where appropriate.’ Correlations are the intellectual property of Schoolzone.co.uk Ltd Year 5 Primary maths curriculum review | 31 Upper Key Stage 2 Year 5 Statutory requirements Correlation NUMBER Number and place value Pupils should be taught to: Y5Nu1: read, write, order and compare numbers to at least 1,000,000 and determine the value of each digit Y5Nu2: count forwards or backwards in steps of powers of 10 for any given number up to 1,000,000 Year 5 previously: ‘Count from any given number in whole number and decimal steps, extending beyond zero when counting backwards; relate the numbers to their position on a number line’ and ‘explain what each digit represents in whole numbers’. Upper limit [i.e. at least 1,000,000] not previously specified. Y5Nu3: interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers through zero Y5Nu4: round any number up to 1,000,000 to the nearest 10, 100, 1000, 10,000 and 100,000 Year 5 stated: ‘Explain what each digit represents in whole numbers and decimals with up to 2 places, and partition, round and order these numbers. Upper limit of 1,000,000 not previously specified. Year 4 previously stated: ‘Partition, round and order 4 digit whole numbers’. Y5Nu5: solve number problems and practical problems that involve all of the above Y5Nu6: read Roman numerals to 1000 (M) and recognise years written in Roman numerals. No mention of Roman numerals previously. Correlations are the intellectual property of Schoolzone.co.uk Ltd Year 5 Primary maths curriculum review | 32 Addition and subtraction Pupils should be taught to: Y5Ad1: add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction) Y5Ad2: add and subtract numbers mentally with increasingly large numbers No previous mention of adding and subtracting whole numbers with more than 4 digits. Year 4 previously stated: ‘Refine and use efficient written methods to add and subtract 2 digit and 3 digit whole numbers’, whereas Year 5 stated: ‘use efficient written methods to add and subtract whole numbers and decimals with up to 2 places’. No specific reference to columnar addition and subtraction. Y5Ad3: use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy Y5Ad4: solve addition and subtraction multistep problems in contexts, deciding which operations and methods to use and why. Previously only specified ‘one step and two step problems’ Correlations are the intellectual property of Schoolzone.co.uk Ltd Year 5 Primary maths curriculum review | 33 Multiplication and division Pupils should be taught to: Y5Mu1: identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers. Y5Mu2: know and use the vocabulary of prime numbers, prime factors and composite (non-prime) numbers Y5Mu3: establish whether a number up to 100 is prime and recall prime numbers up to 19 Y5Mu4: multiply numbers up to 4 digits by a one- or two-digit number using a formal written method, including long multiplication for two-digit numbers. Y5Mu5: multiply and divide numbers mentally drawing upon known facts Y5Mu6: divide numbers up to 4 digits by a one-digit number using the formal written method of short division and interpret remainders appropriately for the context Y5Mu7: multiply and divide whole numbers and those involving decimals by 10, 100 and 1000 Y5Mu8: recognise and use square numbers and cube numbers, and the notation for squared (2) and cubed (3) Y5Mu9: solve problems involving multiplication and division including using their knowledge of factors and multiples, squares and cubes Moved down from Year 6: ‘Recognise that prime numbers have only two factors and identify prime numbers less than 100’. Year 5 previously: ‘Refine and use efficient methods to multiply HTU x U, TU x TU, U.t x U’. Moved down from Year 6: ‘Use efficient written methods to multiply 2 digit and 3 digit integers by a 2 digit integer’. 4 digit numbers not previously specified. Year 5 previously: ‘Refine and use efficient methods to divide HTU÷U’. Moved down from Year 6: Use efficient written methods to divide integers by a one digit integer’. No specific reference 4 digit numbers, short division method or remainders, but remainders are referred to in earlier years (Years 2 - 4). Moved down from Year 6: Use knowledge of multiplication facts to derive quickly squares of numbers to 12 x 12 and the corresponding squares of multiples of 10’. No mention of cube numbers previously although perhaps some familiarity though volume. Correlations are the intellectual property of Schoolzone.co.uk Ltd Year 5 Primary maths curriculum review | 34 Y5Mu10: solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign Y5Mu11: solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates. Fractions (including decimals and percentages) Pupils should be taught to: Y5Fr1: compare and order fractions whose denominators are all multiples of the same number Moved down from year 6: ‘Order a set of fractions by converting them to fractions with a common denominator’; ‘Express a larger whole number as a fraction of a smaller one (e.g. recognise that 8 slices of 5 slice pizza represent 8/5 or 1 3/5 pizzas) Y5Fr2: Identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths Moved up from Year 4: ‘Use diagrams to identify equivalent fractions’; ‘find equivalent fractions (e.g. 7/10 = 14/20, or 19/10 = 19/10)’ was Year 5. Y5Fr3: recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements > 1 as a mixed number (e.g. 2/ 5 + 4/ 5 = 6/ 5 = 11/ 5 ) ‘Interpret mixed numbers and position them on a number line’ has been moved up from Year 4. No previous mention of improper fractions or writing mathematical statements > 1 as mixed number. Y5Fr4: add and subtract fractions with the same denominator and multiples of the same number Y5Fr5: multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams Correlations are the intellectual property of Schoolzone.co.uk Ltd Year 5 Primary maths curriculum review | 35 Y5Fr6: read and write decimal numbers as fractions (e.g. 0.71 = 71/ 100 ) Y5Fr7: recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents Moved down from Year 6: ‘Use decimal notation for tenths, hundreths and thousandths’. Y5Fr8: round decimals with two decimal places to the nearest whole number and to one decimal place Y5Fr9: read, write, order and compare numbers with up to three decimal places Y5Fr10: solve problems involving number up to three decimal places. Moved down from Year 6: ‘Partition, round and order decimals with up to three places and position them on the number line’. Y5Fr11: recognise the per cent symbol (%) and understand that per cent relates to “number of parts per hundred”, and write percentages as a fraction with denominator 100, and as a decimal Y5F126: solve problems which require knowing percentage and decimal equivalents of 1/ 2 , 1/ 4 , 1/ 5 , 2/ 5 , 4/ 5 and those with a denominator of a multiple of 10 or 25. Problem solving not specified to such a degree in the previous framework. Correlations are the intellectual property of Schoolzone.co.uk Ltd Year 5 Primary maths curriculum review | 36 MEASUREMENT Pupils should be taught to: Y5Me1: convert between different units of metric measure (e.g. kilometre and metre; metre and centimetre; centimetre and millimetre; kilogram and gram; litre and millilitre) Y5Me2: understand and use equivalences between metric and common imperial units such as inches, pounds and pints Moved down from Year 6 progression to Year 7: ‘Measure and calculate using imperial units still in everyday use; know their approximate metric values’. Units not previously specified. Y5Me3: measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres Year 5 previously stated: ‘measure and calculate the perimeter of regular and irregular polygons’. Year 6 mentioned calculating the ‘perimeter of rectilinear shapes’, no mention of ‘composite’ or the units of measurement previously. Y5Me4: calculate and compare the area of squares and rectangles including using standard units, square centimetres (cm2) and square metres (m2) and estimate the area of irregular shapes Year 5 previously stated: ‘Use the formula for the area of a rectangle to calculate the rectangle’s area’. Standard units not previously specified. Moved down from Year 6: ‘Estimate the area of an irregular shape by counting squares’. Y5Me5: estimate volume [for example, using Year 5 previously: ‘Read, choose, use and record standard metric units to estimate capacity to a suitable degree of accuracy.’ ‘Solving problems by measuring, estimating and calculating’ and calculating the volume of cubes and cuboids was previously Year 6 progression to Year 7 3 1 cm blocks to build cuboids (including cubes)] and capacity [for example, using water] Y5Me6: solve problems involving converting between units of time Y5Me7: use all four operations to solve problems measure [for example length, mass, volume, money] using decimal notation, including scaling. Correlations are the intellectual property of Schoolzone.co.uk Ltd Year 5 Primary maths curriculum review | 37 GEOMETRY Properties of shapes Pupils should be taught to: Y5Gs1: identify 3-D shapes, including cubes and cuboids, from 2-D representations Y5Gs2: know angles are measured in degrees; estimate and compare acute, obtuse and reflex angles Y5Gs3: measure them and draw a given angle, writing its size in degrees (o) Y5Gs4: identify: Y5Gs4a: angles at a point and one whole turn (total 360o) Y5Gs4b: angles at a point on a straight line and ½ a turn (total 180o) Y5Gs4c: other multiples of 90o Y5Gs5: use the properties of a rectangle to deduce related facts and find missing lengths and angles Y5Gs6: distinguish between regular and irregular polygons based on reasoning about equal sides and angles. Moved up from Year 4: ‘Know that angles are measured in degrees’. Previously Year 5: ‘Estimate, draw and measure acute and obtuse angles using an angle measurer or protractor to suitable degree of accuracy’. ‘Compare and order angles less than 180 degrees’ moved up from Year 4. Reflex angles not previously specified. Calculating angles around a point was previously Year 6, but knowing that angles on a straight line is the equivalent of 2 right angles was Year 3 and one whole turn = 360 degrees was Year 4. It is likely that all these objectives would be explored further in Year 5; calculating angles in a straight line was previously Year 5. Not mentioned previously, although properties of squares are often used to calculate area or an irregular shape in SATs questions, for example. Linked through Year 6 as: ‘To make and draw shapes with increasing accuracy and apply knowledge of their properties.’ Correlations are the intellectual property of Schoolzone.co.uk Ltd Year 5 Primary maths curriculum review | 38 Position and direction Pupils should be taught to: Y5Gp1: identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changed. Moved down from Year 6: ‘Visualise and draw on grids of different types where a shape will be after reflection, after translations, or after rotation through 90 or 180 degrees about its centre or one of its vertices STATISTICS Pupils should be taught to: Y5Da1: solve comparison, sum and difference problems using information presented in a line graph Y5Da1: complete, read and interpret information in tables, including timetables. Correlations are the intellectual property of Schoolzone.co.uk Ltd Year 6 Primary maths curriculum review | 39 Year 6 Statutory requirements Correlation NUMBER Number and place value Pupils should be taught to: Y6Nu1: read, write, order and compare numbers up to 10 000 000 and determine the value of each digit Year 5 previously: ‘Count from any given number in whole number and decimal steps, extending beyond zero when counting backwards; relate the numbers to their position on a number line’ and ‘explain what each digit represents in whole numbers’. Upper limit [i.e. at least 10,000,000] not previously specified. Y6Nu2: round any whole number to a required degree of accuracy Moved up from Year 5: ‘Explain what each digit represent in whole numbers and partition, round and order these numbers’. Y6Nu3: use negative numbers in context, and calculate intervals across zero Using positive and negative numbers in context and positioning on a number line was previously first introduced in Year 4. Finding the difference between a positive and negative integer or two negative integers was Year 6. Y6Nu4: solve number problems and practical problems that involve all of the above. Correlations are the intellectual property of Schoolzone.co.uk Ltd Year 6 Primary maths curriculum review | 40 Addition, subtraction, multiplication and division Pupils should be taught to: Y6Ad1: multiply multi-digit numbers up to 4 digits by a two-digit whole number using the efficient written method of long multiplication Y6Ad2: divide numbers up to 4 digits by a two-digit whole number using the formal written method of long division, and interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the context Year 6 previously: ‘Use efficient written methods to multiply and divide integers and decimals by a 1 digit integer and to multiply 2 digit and 3 digit integers by a 2 digit integer’. No specific reference to 4 digit numbers or long multiplication or long division methods previously. Year 6 progression to Year 7 stated: ‘Extend division to dividing 3 digit integers by 2 digit integers’. Y6Ad3: divide numbers up to 4 digits by a two-digit number using the formal written method of short division where appropriate, interpreting remainders according to the context Y6Ad4: perform mental calculations, including with mixed operations and large numbers Moved down from Year 6 progression to Year 7: ‘Use the order of operations, including brackets’. Y6Ad5: identify common factors, common multiples and prime numbers Y6Ad6: use their knowledge of the order of operations to carry out calculations involving the four operations Y6Ad7: solve addition and subtraction multistep problems in contexts, deciding which operations and methods to use and why. Y6Ad7: solve problems involving addition, subtraction, multiplication and division Y6Ad8: use estimation to check answers to Correlations are the intellectual property of Schoolzone.co.uk Ltd calculations and determine, in the context of a problem, levels of accuracy. Year 6 Primary maths curriculum review | 41 Fractions (including decimals and percentages) Pupils should be taught to: Y6Fr1: use common factors to simplify fractions; use common multiples to express fractions in the same denomination Y6Fr2: compare and order fractions, including fractions >1 Year 6 previously just specified: ‘order a set of fractions by converting them to fractions with a common denominator’. Y6Fr3: add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions Y6Fr4: multiply simple pairs of proper fractions, writing the answer in its simplest form (e.g. 1/ 4 × 1/ 2 = 1/ 8 ) Not previously specified Y6Fr5: divide proper fractions by whole numbers (e.g. 1/ 3 ÷ 2 = 1/ 6 ). Y6Fr6: associate a fraction with division to calculate decimal fraction equivalents (e.g. 0.375) for a simple fraction (e.g. 3/8) Y6Fr7: identify the value of each digit to three decimal places and multiply and divide numbers by 10, 100 and 1000 where the answers are up to three decimal places Y6Fr8: multiply one-digit numbers with up to two decimal places by whole numbers Y6Fr9: use written division methods in cases where the answer has up to two decimal places Previously a one digit number with one decimal place. Not previously specified. Correlations are the intellectual property of Schoolzone.co.uk Ltd Year 6 Primary maths curriculum review | 42 Y6Fr10: solve problems which require answers to be rounded to specified degrees of accuracy Y6Fr11: recall and use equivalences between simple fractions, decimals and percentages, including in different contexts. RATIO AND PROPORTION Pupils should be taught to: Y6Ra1: solve problems involving the relative sizes of two quantities, where missing values can be found by using integer multiplication and division facts Y6Ra2: solve problems involving the calculation of percentages [for example, of measures, and such as 15% of 360] and the use of percentages for comparison Y6Ra3: solve problems involving similar shapes where the scale factor is known or can be found Y6Ra4: solve problems involving unequal sharing and grouping using knowledge of fractions and multiples. Correlations are the intellectual property of Schoolzone.co.uk Ltd Year 6 Primary maths curriculum review | 43 ALGEBRA Pupils should be taught to: Y6Al1: use simple formulae Y6Al3: generate and describe linear number sequences Y6Al1: express missing number problems algebraically Y6Al4: find pairs of numbers that satisfy number sentences involving two unknowns Year 6 previously stated: ‘Represent and interpret sequences, patterns and relationships involving numbers and shapes; construct and use simple expressions and formulae in words then symbols’. Year 6 progression to Year 7 introduced the idea of using letters or symbols to represent unknown numbers or variables. Y6Al5: enumerate possibilities of combinations of two variables. Correlations are the intellectual property of Schoolzone.co.uk Ltd Year 6 Primary maths curriculum review | 44 MEASUREMENT Pupils should be taught to: Y6Me1: solve problems involving the calculation and conversion of units of measure, using decimal notation up to three decimal places where appropriate Convert between units using decimals to 2 places was Year 6. Using 3 decimal places has been moved down from Year 6 progression to Year 7. Y6Me2: 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 Y6Me3: convert between miles and kilometres Y6Me4: recognise that shapes with the same areas can have different perimeters and vice versa Moved down from Year 6 progression to Year 7: ‘measure and calculate using imperial units still in everyday use and know their approximate metric values’. Not previously specified. Y6Me5: recognise when it is possible to use the formulae for area and volume of shapes Y6Me6: calculate the area of parallelograms and triangles Y6Me7: calculate, estimate and compare volume of cubes and cuboids using standard units, including centimetre cubed (cm3) and cubic metres (m3) and extending to other units [for example, mm3 and km3]. Year 6 progression to Year 7 previously stated: ‘calculate the area of rightangled triangles given the length of two perpendicular sides’. Parallelograms not previously mentioned specifically. Year 6 progression to Year 7 previously stated: ‘Calculate the volume and surface area of cubes and cuboids’. Correlations are the intellectual property of Schoolzone.co.uk Ltd Year 6 Primary maths curriculum review | 45 GEOMETRY Properties of shapes Pupils should be taught to: Y6Gs1: Draw 2-D shapes using given dimensions and angles Moved up from Year 5: ‘use knowledge of properties to draw 2-D shapes’. Previously Year 6: ‘make and draw shapes with increasing accuracy and apply knowledge of their properties; estimate angles, and use a protractor to measure and draw them, on their own and in shapes’. Y6Gs2: recognise, describe and build simple 3-D shapes, including making nets Moved up from Year 5: ‘Identify and draw nets of 3-D shapes’. Y6Gs3: compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals, and regular polygons Year 6 previously stated: ‘Describe, identify and visualise parallel and perpendicular edges or faces; use these properties classify 2-D shapes and 3-D solids’ and ‘make and draw shapes with increasing accuracy and apply knowledge of their properties’. Y6Gs4: illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius Y6Gs5: recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles No direct references to circles previously. Moved down from Year 6 progression to Year 7: ‘Know the sum of angles on a straight line, in a triangle and at a point, and recognise vertically opposite angles’. Position and direction Pupils should be taught to: Y6Gp1: describe positions on the full coordinate grid (all four quadrants) Y6Gp2: draw and translate simple shapes on the coordinate plane, and reflect them in the axes. Moved down from Year 6 progression to Year 7: ‘Use all four quadrants to find coordinates of points determined by geometric information. Correlations are the intellectual property of Schoolzone.co.uk Ltd Year 6 Primary maths curriculum review | 46 STATISTICS Pupils should be taught to: Y6Da1: interpret and construct pie charts and line graphs and use these to solve problems Y6Da2: calculate and interpret the mean as an average. Year 6 previously: ‘Construct and interpret line graphs; interpret pie charts.’ The Year 6 progression to Year 7 stated: ‘Construct, interpret and compare graphs and diagrams that represent data’, which could extend to pie charts. It also gave the option of presenting and interpreting data ‘using ICT as appropriate’. Year 6 previously stated: ‘Describe and interpret results and solutions to problems using the mode, range, median and mode’. Correlations are the intellectual property of Schoolzone.co.uk Ltd Schoolzone Formal House 60 St Georges Place Cheltenham GL50 3PN 01242 262906 research@schoolzone.co.uk Further support documents for the introduction of the new curriculum can be found at: http://www.schoolzone.co.uk/schools/NewCurriculum.asp