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Maths
Monday
th
12
October 2015
REMOVAL OF LEVELS
The Government removed the former national curriculum assessment levels
(3c, 3b, etc) because the new curriculum has much higher standards and
expectations.
DfE: The curriculum must include an assessment system which enables
schools to check what pupils have learnt and whether they are on track to
meet expectations at the end of the key stage and report regularly to
parents.
However no new levels for assessment have been introduced nationally.
We are therefore in a new era of assessing without levels. There is now no
national requirement from the government in how schools should assess and
record progress. It is therefore up to each school to develop its own system.
ASSERTIVE MENTORING
The assertive mentoring system format allows the teachers to assess the pupils learning against a
variety of progressive statements called steps.
For each year group there are four age-related steps and associated learning statements that the
pupils are assessed against.
These will be recorded as emerging, developing, secure and mastering these steps will be
recorded in the pupils files and discussed at parent consultations.
Under the new national curriculum, children must only work on the objectives for their year group
and cannot be taught skills from a higher year group. For those pupils who have reached their
end of year expectations, the teachers will provide a range of learning opportunities that offer a
greater depth and breadth of understanding specific to their year group.
The new curriculum is 8 months harder at every point because primary standards have never been
higher!
EMPHASIS ON ESTIMATION
CALCULATORS
Whats in?
Roman numerals
Times tables up to 12 x 12
Equivalence between metric and
imperial
Long division and algebra (Y6)
Building learning over time and
going deeper Geometry moved
into year 4. Slower and Longer.
HOW DOES THE TEACHER RUN THE WEEKLY SKILLS CHECKS LESSON?
We suggest that the teacher gives pupils Skills Check
One in week one at the Stage they are working at as a practice exercise. Pupils are given help from the
teacher & TA - they only take 20/30 minutes to do
Further help is given to pupils through use of Pupil
Prompt Sheets . These are available for S0-S6
Pupils use the Prompt Sheets to work independently as
they work their way through the Weekly Skills Check.
All parents have been emailed a copy of the prompt sheet relevant the stage your child is working within.
Pupils are now expected to have learnt their tables - 1-12 by the end of Y4. However Y5 is
probably more realistic.
The system aims for children to be able to say their tables in order without hesitation (bronze
level); in any order they are asked (silver level) and the associated divisional facts (gold level).
Times Tables Record Card. This is to motivate children and allow them to see their own progress.
The front of the card has the tables up to 12 so they can learn them. On the back there are
spaces for pupils to collect stickers once they have achieved the expectations.
For each table, there are three spaces on the reverse of the card. The first is to put a Bronze
sticker once they can say their tables in order without hesitation; a space for a Silver sticker once
they can say their tables out of order without hesitation and a space for a Gold sticker once they
know the associated divisional facts.
There are class and homework practice sheets for every table. There is also a series of tests
including a useful excel spreadsheet for this purpose.
Know it
Use it
Explain it
TEST TIME!
Look at these numbers. Circle the odd one out.
8, 16, 64, 32, 25
Sort these numbers into descending order
94cm, 3cm, 178cm, 4m, 202mm
Bruno the boxer dog love hot dogs. Hot dogs are sold in tins of 8. He eats 6 hot dogs every day.
Work out how many tins we need to buy:-
A) for a week
B) to last 4 weeks