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THE NEW KS3 MATHEMATICS NATIONAL CURRICULUM

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Mathematics – aims that all pupils..• become fluent in the fundamentals of mathematics,

including through varied and frequent practice with increasingly complex problems over time

• develop conceptual understanding and the ability to recall and apply their knowledge rapidly and accurately

• reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language

• can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions

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Links across the curriculum

• Numeracy and mathematics statement in preamble; developing mathematics in all subjects so pupils understand and appreciate the importance of mathematics

• Coherence with content in other subjects • links across to science, computing and geography• financial literacy in citizenship • not only about number - applying geometric, algebraic and

probabilistic understanding across curriculum subjects • scientific method - understanding cyclical process of

collecting, presenting and analysing data.• using mathematics to solve both routine and non-routine

problems across all subjects

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New attainment targets

The same for every subject:

‘By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study’.

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Primary mathematics – key features

• higher expectation overall - benchmarked against age- related expectations in other nations

• conceptual development of number addressed in detail, especially in relation to arithmetic and proportionality

• fewer things in more depth in primary so handling data has less prominent and probability not introduced till Key Stage 3

• earlier and more challenging requirement for multiplication tables • clear expectations around written methods in addition to mental methods • earlier and more challenging requirement for fractions and decimals • Increased requirement for pupils to use formulae for volume and to calculate

the area of shapes other than squares and rectangles • probability has been removed• Increased requirement for understanding of proportional reasoning – for

example through volume and calculations with fractions • strong steer that the use of calculators should be restricted until the later

years of primary• Ratio, proportion and algebra in year 6 PoS

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KS3 – key features• Higher expectations overall, with increased requirements in

the areas needed for calculus in the sixth form, for example algebra, geometry, proportion and rates of change.

• Less detailed than primary and set out for all key stage• Increased level of challenge around the theory of number by

introducing prime numbers and surds in KS3 • Increased requirements for algebra, geometry and measures

and ratios, proportion and rates of change – the three pillars for calculus at post 16

• Raised expectations in probability • Financial education has been reinforced with a focus on

solving problems involving percentage increases and decreases, simple interest and repeated growth

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The school curriculum

All schools are also required to set out their school curriculum on a year-by-year basis and make this information available online.

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NCETM – Recourses to support curriculum development  Including…

‘Developing a Scheme of Work’ resources:• Year 7 Scheme of work• Year 8 Scheme of work with appendix of NCETM resources Year 9

Scheme of work Year 10 Scheme of work with appendix of NCETM resources

VOCABULARY RESOURCE

http://www.counton.org/resources/ks3framework/pdfs/vocabulary.pdf

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The new National Curriculum can be found at:

https://www.gov.uk/government/organisations/department-for-education/series/national-curriculum

Or

www.SecondaryNationalCurriculum2014.wikispaces.com