The New Mathematics Curriculum
The following information has been taken directly from the new 2014
National Curriculum. This curriculum was implemented in September 2014
in Years 1, 3, 4 & 5. Years 2 & 6 have continued to use the objectives, and
assessment tools from the Renewed framework. They will begin to work
from the 2014 Curriculum in September, 2015.
Purpose of study
Mathematics is a creative and highly inter-connected 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.
Aims
The national curriculum for mathematics aims to ensure that all pupils:
 become fluent in the fundamentals of mathematics, including through varied
and frequent practice with increasingly complex problems over time, so that
pupils have conceptual understanding and are able to recall and apply their
knowledge rapidly and accurately to problems
 reason mathematically by following a line of enquiry, conjecturing
relationships and generalisations, and developing an argument, justification
or proof using mathematical language.
 can solve problems by applying their mathematics to a variety of routine
and non-routine problems with increasing sophistication, including breaking
down problems into a series of simpler steps and persevering in seeking
solutions.
Maths at Bishop Loveday Primary School
We recognise that Mathematics teaches children how to make sense of the world
around them through developing their ability to calculate, reason and solve
problems.
Maths is a core subject with a range of cross-curricular links (e.g. data handling in
Science, measures in Geography) but most often, is best taught discretely, using
opportunities from other subjects to rehearse skills in a context. Numeracy
involves developing confidence and competence in number work; shape, space
and measure; handling data and the using and applying of these skills.
Teaching staff at Bishop Loveday aim to support children in achieving economic
well-being. We also aim to equip children with a range of computational skills
and the ability to solve problems in a variety of contexts and an enjoyment of the
world of number, shape, space and measure.
The importance of Mental Maths
Developing mental calculation skills and a good recall of key number facts form
the bedrock of our Maths curriculum from EYU to Year 6. We recognise that
there is a need to continually revisit and overlearn these mental skills and facts so
that they may be met and rehearsed and applied in a range of different contexts.
‘On the Boil’
In addition to teaching the daily maths lesson, we have created an extra daily
mental maths session to teach these key skills in order to keep the key mental
skills for the year ticking over and ‘on the boil’ continuously. The ‘on the boil’
skills and facts for each year group will be published on our website and is a key
area for parents’ to practise at home with their children. We will set weekly
homework tasks and games to support this further.
Written Calculation
Please see the 4 progression in calculation documents for a guide to each year’s
written calculation objectives. It may be necessary to ‘backtrack’ to previous
years’ objectives in order to provide extra practice and support in areas where
children are less confident. It will also be necessary to provide ‘infill’ teaching to
ensure children have covered any new areas of written calculation that have not
previously been included at this level in the old Maths curriculum.
Spoken Language- Maths Vocabulary and the language of strategy
The national curriculum for mathematics reflects the importance of spoken
language in pupils’ development across the whole curriculum – cognitively,
socially and linguistically. The quality and variety of language that pupils hear and
speak are key factors in developing their mathematical vocabulary and presenting
a mathematical justification, argument or proof. They must be assisted in making
their thinking clear to themselves as well as others and teachers should ensure that
pupils build secure foundations by using discussion to probe and remedy their
misconceptions.
Information and communication technology (ICT)
The National Curriculum states that calculators should not be used as a substitute
for good written and mental arithmetic. They should therefore only be introduced
near the end of key stage 2 to support pupils’ conceptual understanding and
exploration of more complex number problems, if written and mental arithmetic
are secure. In both primary and secondary schools, teachers should use their
judgement about when ICT tools should be used. For example, there can be times
when ICT can be used to great effect when rehearsing mental facts or when
recording and handling data.
Planning
The programmes of study for mathematics are set out year-by-year for key stages
1 and 2. Schools are, however, only required to teach the relevant programme of
study by the end of the key stage. Within each key stage, schools therefore have
the flexibility to introduce content earlier or later than set out in the programme of
study. In addition, schools can introduce key stage content during an earlier key
stage, if appropriate. All schools are also required to set out their school
curriculum for mathematics on a year-by-year basis and make this information
available online. We carry out curriculum planning in mathematics in three phases
(long-term, yearly, medium-term, termly and short-term, weekly).
Assessment
Early Years are using Early Learning Goals and pupil profiles to assess Maths.
Pupils are recorded as emerging, expected or exceeding targets. Please see the
Early Years policy for more details on Early Years assessment.
Years 2 & 6 are measuring progress and attainment in National Curriculum levels
as they are working from 1999 National Curriculum. From September, 2015 all
years will be using the 2014 National Curriculum.
Teachers use formative assessment on a daily basis to inform their teaching,
providing ‘next step marking comments verbally and in writing in their books.
Rising Stars tests are administered three times a year in terms 2, 4 and 6 to
measure progress. Pupil progress is recorded using the ‘Not As You Know it’
spreadsheet based software which records attainment of National Curriculum
objectives. Please see the Assessment Policy for further details. Teachers meet
throughout the year and provide the Head teacher with information about pupil
progress. Pupil attainment is measured using the year group of the objectives they
are working from and one of four descriptors (see coloured table Progress in the
New Curriculum and the assessment policy for more information).
Year 6 mastering
Has achieved 100% of this year group’s
objectives and is beginning to work within the
‘exceeding’ objectives.
Year 6 expected
Has achieved 67-99% of this year group’s
curriculum objectives.
Year 6 developing
Has achieved 34%-66% of this year groups
curriculum objectives.
Year 6 emerging
Has achieved 0-33% of this year group’s
curriculum objectives.
Year 5 mastering
Has achieved 100% of this year group’s
objectives and is beginning to work within the
‘exceeding’ objectives.
Year 5 expected
Has achieved 67-99% of this year group’s
curriculum objectives.
Year 5 developing
Has achieved 34%-66% of this year groups
curriculum objectives.
Year 5 emerging
Has achieved 0-33% of this year group’s
curriculum objectives.
Year 4 mastering
Has achieved 100% of this year group’s
objectives and is beginning to work within the
‘exceeding’ objectives.
Year 4 expected
Has achieved 67-99% of this year group’s
curriculum objectives.
Year 4 developing
Has achieved 34%-66% of this year groups
curriculum objectives.
Year 4 emerging
Has achieved 0-33% of this year group’s
curriculum objectives.
Year 3 mastering
Has achieved 100% of this year group’s
objectives and is beginning to work within the
‘exceeding’ objectives.
Year 3 expected
Year 3 developing
Has achieved 67-99% of this year group’s
curriculum objectives.
Has achieved 34%-66% of this year groups
curriculum objectives.
Year 3 emerging
Has achieved 0-33% of this year group’s
curriculum objectives.
Year 2 mastering
Has achieved 100% of this year group’s
objectives and is beginning to work within the
‘exceeding’ objectives.
Year 2 expected
Has achieved 67-99% of this year group’s
curriculum objectives.
Year 2 developing
Has achieved 34%-66% of this year groups
curriculum objectives.
Year 2 emerging
Has achieved 0-33% of this year group’s
curriculum objectives.
Year 1 mastering
Has achieved 100% of this year group’s
objectives and is beginning to work within the
‘exceeding’ objectives.
Year 1 expected
Has achieved 67-99% of this year group’s
curriculum objectives.
Year 1 developing
Year 1 emerging
Has achieved 34%-66% of this year groups
curriculum objectives.
Has achieved 0-33% of this year group’s
curriculum objectives.