Online Resources Information
- Approaches to the Primary Mathematics National Curriculum 2014

Are you feeling daunted by the change in expectation of the new primary mathematics curriculum 2014? Are you looking for a resource which will help your school to meet the new requirements? Would you like help in managing the transition from a system with national curriculum levels, to one without?

‘Approaches to the Primary Mathematics National Curriculum 2014’ offers you a starting point, packed with useful materials to help you. Written by a team of Kent local authority and school-based professionals, this resource offers expert advice, together with a wide range of practical materials which will support teachers in termly and weekly planning of mathematics, and guidance on assessment. It also provides support for your maths subject leader, including outlines for staff meetings and information for parents. The resource includes the following:

How to use the resource

Introductory guidance which will remind you that, when planning for and teaching the new mathematics curriculum, schools will need to bear in mind the need to balance the three stated aims of the new curriculum:

  • fluency with conceptual understanding
  • problem solving and using and applying
  • reasoning.

Outline of the new mathematics curriculum 2014

A simple overview of the structure, composition and content of the new primary mathematics curriculum, with pointers as to the significance of each section.

Planning guidance for mathematics

Offers direction for termly and weekly planning of mathematics, within the context of the new curriculum. Schools can opt for weekly plans-based on the approach taken by the original Primary Strategy or a blocks-based approach as taken by the Renewed Framework. Materials are provided in Word so they can easily be adapted by schools.

Progression guidance for mathematics

The statutory requirements set out in the primary programmes of study do not always make progression explicit. For example, statements about “counting” can be located, or found implicitly, within the statements for some years and not for others. ‘Approaches to the Primary Mathematics Curriculum 2014’ endeavours to assist schools to overcome this difficulty, by providing  sets of progression guidance grids where any gaps have been filled. These documents are based on an idea from the ncetm.

Supporting the subject leader

Resources and guidance are included which aim to support the maths subject leader to lead the transition effectively in their school. Included in this section are updated leaflets for parents and PowerPoints for staff training around subject knowledge for number. Subject leaders will also find support for termly assessments including some probing questions that will allow their school to keep track of the percentage of children who are on track to achieve age-related expectations by the end of the academic year and/or identify the mathematical strength and weaknesses of individuals, groups and cohorts.  Recording sheets are provide for these termly assessments. This information would easily feed into the assessment model described in the next section.

An assessment model

The resource includes a comprehensive guidance document to help you to manage the transition to assessment without levels. This includes an assessment timeline, optional class tracking grids and overview grids for school leaders. There is plenty of guidance, which aims to be supportive and flexible. The resource also offers the following:

  • A new assessment recording framework for SIMS Assessment Manager

This model uses a 6 point range which children move through as they master the curriculum.  These progressive steps will allow schools to input teacher assessments and monitor progress. In order to avoid confusion with previous terminology, these points are referred to as ‘bands’.

Data can be entered in a subject marksheet for each year group or class and can be used for data capture several times a year, depending on the requirement of the school.  The default set of resources developed are designed for tracking attainment and progress 5 times a year, i.e. Autumn Early, Autumn, Spring Early, Spring and Summer.  A baseline assessment is entered each year in order to measure progress from this baseline assessment.

Schools using SIMS as their Management Information System will quickly be able to view data about their more vulnerable groups of children, for example:  Pupil Premium, Free Schools Meals, EAL, summer-born etc. This system of measuring attainment is a summative assessment tool only and is designed to assist schools with self-evaluation and to inform discussions with Ofsted. Progress can be viewed in year and across key stages, thus enabling schools to look at pupils with a low starting point and whether or not they are narrowing the gap.