The document discusses the aims and approaches of a new mathematics curriculum. It outlines that the curriculum aims to develop students' fluency in math fundamentals, ability to solve problems, and capacity for mathematical reasoning. It also describes some of the changes in focus areas, including increased emphasis on arithmetic proficiency and instant recall of number facts. Finally, it provides guidance for teachers on curriculum mapping, planning, and teaching methods to support students in meeting the objectives of the new maths program.

1. A HELPFUL SUPPORT TO THE
NEW MATHS CURRICULUM
2ND SEPTEMBER 2014

2. NAME THAT
CHILDREN’S
PERSONALITY!

3. Purpose of study
 Mathematics is a creative and highly interconnected
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.

4. The Aims of The New Curriculum
The National Curriculum for mathematics aims to
ensure all pupils:
become fluent in the fundamentals of
mathematics so that they are efficient in using and
selecting the appropriate written algorithms and
mental methods, underpinned by mathematical
concepts
can solve problems by applying their mathematics
to a variety of problems with increasing
sophistication, including in unfamiliar contexts and
to model real-life scenarios
can reason mathematically by following a line of
enquiry and develop and present a justification,
argument or proof using mathematical language.

5.  Increased focus on arithmetic
proficiency
 Instant recall of number facts
 Higher expectations in
Fractions, Decimals and
Percentages
 Less emphasis on data handling

6.  Data Handling will now
be called Statistics
 Shape and Space now
comes under the
Geometry umbrella

7.  P. 3: A breakdown of the teaching
and learning policy for maths.
 P. 4: Aims of the policy to make
your lives easier and to ensure we
are all working from the same
information and in the same format.
 P. 5: Aims and approaches.
 P. 6: The organisation of maths.

8.  P. 7: Curriculum maps.
 P. 8: Medium and short term
planning.
 P. 9: EYFS
 P. 10: Tests.
 Ps. 11-12: CPA approach to maths.
 Ps. 13-14: Problem solving
approaches.

9.  http://www.mathsnoproblem.co.uk/singapore-maths
 http://www.thesingaporemaths.com/
 http://www.bbc.co.uk/skillswise/0/24925787
 http://www.independent.co.uk/news/educa
tion/schools/box-clever-singapores-magic-formula-
for-maths-success-1727053.html

10.  From now on, the methods outlined in the
handbook are the methods to be delivered in
classrooms.
 From diagnostic assessments, ascertain what
stage of learning your children are at and
move on to the next appropriate method
when you feel the children are able to access
it.

11.  The aim of the curriculum map is to break
down the objectives needed to be covered in
your year group into half termly
expectations.
 The objectives have been taken from the
programmes of study that you were shown in
November.
 It is important that, depending upon which
maths group you will be teaching, you look at
the curriculum map for your current year
group and also that of the year group above
or below your own.

12.  The point of the MTPs is to give you a
starting point for your planning.
 It is important to remember that the MTPs
are to be used as a tool, not as a syllabus.
They serve as an idea bank to be used in
conjunction with the curriculum map but
that does not mean that they should be stuck
to rigidly.
 You may have ideas and activities from
previous teaching and learning experiences.
Do not be afraid to use them!

13.  The short term planning format is
predominantly the same as before.
 The information at the top should be as
before, with the names of your children
listed alongside the level in which they are
currently working.
 Colour coding has now changed to the traffic
light system, with higher achievers being
green, middle attainers being yellow and
children at the lower end of your group being
red.
 Depending upon the topic being taught,
there may be some movement in the yellow
group activities.

14.  Due to Big Write being re-introduced to
LKS2, you may wish to list your lessons as
sessions rather than as days.
 In KS2, there is to be a Tables starter as well
as a mental oral starter. This should be a
short activity that focuses on the children
learning their tables and developing rapid
recall.
 The Tables starter will move on to becoming
the Rainbow Challenge starter which was
trialled in some classes last year but the
system is currently being adapted to sit more
in line with the new curriculum.

15.  http://www.transum.org/Software/SW/Start
er_of_the_day/Similar.asp?ID_Topic=39
 http://www.bbc.co.uk/skillswise/game/ma1
3tabl-game-tables-grid-find
 http://www.ilovemathsgames.com/Flashstar
ters/tables.swf
 http://www.topmarks.co.uk/Search.aspx?
q=times+tables&p=2