Maths at Bletchingdon Parochial Church of England Primary School

The beginning Untying ourselves

•The curriculum felt overwhelming

•Things changing from the draft copies

Our initial steps The journey to implement the maths policy

Finding a way forward

Our initial steps The journey to implement the maths policy

It was not a straight path

Step 1 Turned the National Curriculum objectives into ‘I can’ targets

Targets are...

•Useful as individual targets for pupils

•Use as lesson objectives

Year 2 Number and PV Targets

Learning objective 2N.3 I can count in steps of 3 from 0, forwards

or backwards Learning objective 2N.9I know and use the comparison signs: >, < and =

Learning objective 2N.4 I can count in steps of 10 from any given

number; forwards or backwards,

Learning objective 2N.8I can compare and order numbers to 100

Year 4 Geometry target

Learning objective 4G.1

I can compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes

Learning objective 1F.3 I recognise find and name a quarter as one of four equal parts of an object or shape

Year 1 Fraction target

‘I can’ targets

recite to 100 Learning objective 1N.1 I can recite numbers to 100

recite up beyond 100

Learning objective 1N.2I can recite forwards to numbers beyond 100.

recite upfrom any nos <100

Learning objective 1N.3 I can continue counting forwards to 100 from any given number

recite from 100

Learning objective 1N.4I can recite numbers from 100 to 0.

reciteback from any nos (<100)

Learning objective 1N.5I can continue counting backwards from any given number within 100

reciteback crossing 100

Learning objective 1N.6I can count backwards crossing 100 from any given number over 100.

Key Objective Number Year 1

Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number

1N.1, 1N.2, , 1N.3, , 1N.4, 1N.5, 1N.6

‘I can’ targets

Step 2 Compared the ‘I can’ targets for each year

(similar to framework comparing strands)

• Useful when teaching different ages/ abilities

•Use as objectives for groups

Comparing Fractions

FS Y1 Y2 Y3R.C.4 I use the word “halving” means and show/ explain what it means.

1F.1 I recognise find and name half as one of two equal parts of an object or shape

2F.1 I recognise , find and write fractions ⅓, ¼ 2/4, and ¾ of a length, or shape

3F.1 I can 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

Compared the ‘I can’ targets for each year

Step 3 Partnership Meetings

Outcomes

• Very useful

•Included the secondary school

•Got a feel of where schools were at

•Shared ideas and came up with an idea on assessment

Step 4 Objectives put into terms

•Objectives identified for each term - some every term.

Step 4 Objectives put into terms

•Each term has its own sheets showing the objectives

•The numbers link to the ‘I can’ statements

Y2 TERM 1 Number and Place Value

Key objectives Non Statutory

Skills, models and images

count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward 2N.1, 2N.2, 2N.3, 2N.4recognise the place value of each digit in a two-digit number (tens, ones) 2N.5

identify, represent and estimate numbers using different representations, including the number line2N.6 2N.7

compare and order numbers from 0 up to 100; use <, > and = signs2N.8 2N.9read and write numbers to at least 100 in numerals and in words 2N.10

use place value and number facts to solve problems2N.11, 2N.12

Step 4 Objectives put into terms

Overview•Checked the balance of the terms over the year

• What weighting do we give each topic

Number & PV

add/ sub

mult/divide

fractions Measure

Geometry Statistics

1 2 3 4 5 6

Step 5 Assessment

•Levels will be not be used!

• So what shall we do?

Step 5 Assessment

• Each child has a set of the targets.

• These are marked when completed.

• Similar to APP grids.

Paper copies

Step 5

Electronic Similar to paper records but able to see whole class at once and able to scroll to other levels

Colour magic!

s = started red

o = ongoing orange

a = achieved green

Assessment

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2014 Year 2s o a

2N.1 I can count in steps of 2 f rom 0, f orwards or backwards a a a a a a a a a a a o a o o o s o o o

2N.2 I can count in steps of 5 f rom 0, f orwards or backwards a a a a a a o a o a o o s o s s s s s s

2N.3 I can count in steps of 3 f rom 0, f orwards or backwards o o o s o s s o s o s s s s s s s s s s

2N.4I can count in steps of 10 f rom any given number; f orwards

or backwards, a a a o a a a a a a a a a o o o s o s s

2N.5I know the value of each digit in a two-digit number. (tens

and ones) a a o a a o o o o o o s s o s s s s s s

2N.6I can identif y and represent numbers in diff erent ways (inc

the number line) a a a a a a a a a a a a a a o o o o s o

2N.7 I can estimate numbers a a a a a a a a a a a a a o o o s o s s

2N.8 I can compare and order numbers to 100 a a o a a a o a o a a a o o s o s o s s

2N.9 I know and use the comparison signs: >, < and = a a a a o a o o a o a a a o s o o o s o2N.10 I can read and write numbers to 100 in numerals and words a a a a a a a a a o o o s o s s s s s s

2N.11 I use my knowledge of place value to solve problems a a o a a o o o s o o o o a s o o s s o

2N.12I use my knowledge of number f acts to solve problems

a a o a a s o o s o a o o a o o o s s o

2C.1I can solve addition and subtraction problems using objects

and drawings f or numbers, quantities and measures a a a o a o o o o a a o s o s o o s s s

2C.2I can solve addition and subtraction problems by using my

knowledge of number f acts and written methods. a a o a a o a o o o o o s o s o o o o o

2C.3 I know my addition pairs to 20 and related subtraction f acts a a o a a o o o s o o o o o o o o o s o

2C.4 I know derive and use related f acts to 100. a a a a o s a o o o o o o o s o o o s oaddit

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All nameshave been changed

Assessment

Step 5

a = pupils achieving more than 66% of the objectives for

that year group

b = pupils achieving between 33-65% of the objectives for

that c = pupils achieving less than 33% of the objectives for

that year

E.g. Simon is working at year 3 level b

Assessment and grading

Step 5

Innovation Fund ‘... successful applicants will then be announced week commencing Monday 21 April 2014’

‘A number of schools, teaching schools and academy sponsors, including yourselves, are already developing new curriculum and assessment systems ahead of the removal of levels from the national curriculum from September 2014.’

Assessment and grading

Extracts from a letter from Michael Gove’s Department of Education

‘The aim of the innovation fund is to enable these new methods to be scaled up into easy-to-use packages for other schools to use.’

It may help secondary schools if the feeder/ partnership schools have

the same system.

Final thought