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Primary Magazine - Issue 78: New National Curriculum in Focus


Created on 15 July 2015 by ncetm_administrator
Updated on 04 August 2015 by ncetm_administrator

 

Primary Magazine Issue 78'Scrabble' tiles spelling 'FOCUS' by Nina Matthews (adapted), some rights reserved
 

New National Curriculum in Focus

New National Curriculum in Focus is dedicated to unpicking the new curriculum and how to understand and develop the requirements of the new programmes of study for mathematics. You can find previous features in this series here

Assessment Materials

As we’re reporting in this issue's News section, towards the end of July we published new materials designed to help teachers assess their pupils’ understanding of mathematical concepts. Taken together, we hope they’ll help teachers assess the degree to which pupils, over time, acquire mastery of the mathematics National Curriculum.

Before using them in the classroom, you might find it useful to browse them a little to familiarise yourself with their overall shape, and get a feel for the common features.

Each of the six documents (one for each KS1 and KS2 Year Group) starts with an introduction to teaching for mastery, followed by an explanation of how the materials are structured. For each year group, the materials are then split up into National Curriculum topics areas (Number and Place Value; Addition and Subtraction etc). 

In each curriculum area, a handful of key Programme of Study statements is highlighted, and, underneath, the ‘big ideas’ they reflect.  This is the context against which the questions, tasks and activities that follow should be used. 

The questions, tasks and activities themselves follow the same pattern. The left hand column has content that all pupils should be expected to master. On the right is more challenging material, the tackling of which by pupils will help teachers assess where, and by whom, mastery with greater depth has been achieved.

As well as being of value to individual teachers, we hope the materials will prove a catalyst for discussion among groups of teachers before and after their use in the classroom.  

Once the school year gets going, we’ll explore means of enabling teachers to share experiences of using the materials and describing their pupils’ responses to the mathematical activities they contain..

Image Credits
Page header by Nina Matthews (adapted), some rights reserved

 

 

 
 
 
 
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