Parent friendly summary Objectives KS1/ 2 Maths curriculum(62 Posts)
I've stumbled across this today - found it useful/ clear summary of what your child should be taught/ able to do by year and rather wish I'd been aware of this way back when DD1 was starting Year 1 (DD1 now Y6).
I hope this link will be of help to you
But there aren't statutory national expectations for each year group. There may be some suggested objectives, but really we are in the same situation we were in under the last curriculum. Which is here is some objectives to be achieved by year 2 and here are some to be achieved by year 6.
Tbf the curriculum does state that schools should display what their curriculum for each year group on a year by year basis is on their website. Although I suspect he hasn't really thought that through properly
for a change because I think even the curriculum document itself contradicts itself slightly on that point.
Glad you've been given the link, so hope it helps Retropear.
You are aware levels are going? From September there are only NC levels for Year 2 and Year 6 (until the end of the year). In your last post you said you are not asking me to deviate, but deviate from what? t
The given curriculum? If so I'd be a very poor teacher to stick to a curriculum.
Not asking you to deviate,simply want more info and national expectations/ objectives in more detail for each year group.Said link provides both and would be easy to provide.
I have no concern with parents knowing the curriculum, but I have already voiced earlier why it is impossible to tell a parent exactly what their child will master, and hence we will move on to teaching, in minute detail at the start of each year / term, because I, as a teacher, can't predict how their child will respond to the teaching.
I name specific next step targets (e.g. use paragraphs in writing, spell all these words correctly, independently and consistently in their writing). But some skills have a progression in development and until step one is mastered there is no point in expecting the child to move to step two in the third week of term, or if they master step one and two in the first few lessons I can rapidly move on to steps three and maybe four. I have no crystal ball to 100% accurately predict this rate of progress, I cannot tell parents in advance what I will be actually teaching and what their child will actually succeed in learning. I'm not hiding information, I am not thinking parents can't understand a list of objectives, but the reason we train is to be able to react to the child each lesson and adapt the teaching not mindlessly follow a curriculum if it doesn't actually help the child.
Thank you op for the link,clearly some think said info is highly classified,likely to self destruct and info us dim witted clueless parents shouldn't worry our pretty little heads over.
The government don't know what they are doing with their curriculum and assessment, so maybe it would help them!
I agree that schools should provide some information about what they are covering in maths in each topic/half term. Although with good differentiation, that isn't as easy as it sounds. I also think if you go in and ask, they should be willing to tell you exactly what your child can do and what their next steps are.
But if you go in with that list and start talking about your child being behind because they haven't can't x,y or z on that list and it says they should be able to in year 3, then they are quite entitled to tell you that it isn't a problem because they do't teach that until year 5/6. And that's before you even get onto the thorny issue of the fact that the whole document is non-statutory if you are an academy or free school and you can do whatever you like.
Chances are, given that huge numbers of schools are still following the Primary Framework which was never statutory, that that isn't going to be an issue.
Well you know what my kids are in year 4 and 5. I don't know anything about the old curriculum,the new or how they differ.I don't know how my year 4 dd will be catered for even though she is supposed to be doing Sats in 2 years time based on the new or maybe not.
Quite frankly that stinks and I think it's high time the present gov made informing parents properly a priority.
However, the OP's link is to a curriculum that has only just been released, is not compulsory until September 2014, is not compulsory for all schools and is not the curriculum Year 2 will be taught until September 2015. It also gives a broad expectations and can never be published under the heading "this is what we will teach your child".
Photocopies or PDFs of what Retropear?
We're talking a few photocopied sheets or a PDF on a school website,hardly involves hours of work.
I'm more alarmed that teachers think parents are so surplus to requirement they think we should be denied info as regards the bigger picture and national statutory objectives.
So you want us to help them learn tables and support their maths homework but don't think we should see where they are as regards national objectives or where they're aiming for long term,how everything slots together,progression etc
The more info parents get the better.
Really think it's time this arrogance by some was made history.Applauds the teachers who are happy to keep parents fully informed,it makes such a difference.
The rubbish I read about not being able to provide decent, solid info on where a child is at, in attainment terms, is quite frankly, alarming.
I know what info can be provided on a child and their attainment levels, and progress (both predicted and actual). I get this info, once a term, from dd1's school. yes, I realise that some of it is outdated by the time I read it, but given that is is at most 12 weeks before I get a nw set of data, then the fact that some of it is behind the times is not so concerning - over time the pattern builds and it is easy to see the pattern.
There is no reason why this information cannot be supplied for my dd2 as well. when I do manage to speak to her teachers and support staff, it is clear they do actually hold (some of) the data. why they are so reluctant to share it with me (yet expect me to fill in the gaps they are leaving in her education) is beyond me.
I have 2 dc in school. dd1 is 9, and technically in year 5. except she has severe ASD, is in a Sn school, and so not ctually in year 5, iyswim. In her case, it is totally irrelevant to me (and her) what the year 5 curriculum is (for any subject) - she isn't working at that level, or anywhere near it (and may never be). so what I need (and get) is a comprehensive breakdown of where she is now, and what will be done next. and by comprehensive, I mean comprehensive - her IEPs are about 20 pages long, and set out exactly what she is learning, across the curriculum, in detail.
dd2 is 7, and also has SN (she is also on the spectrum), but is, generally speaking, academically advanced, although there are some surprising troughs which go alongside her peaks. what I need for her, is to know how she is doing in relation to her peers, and in relation to national expectations. In the areas she is ahead, I need to know how far ahead (so as to see whether she is keeping pace with herself, not coasting, and that nothing is being overlooked leading to nasty surprises later on). In the areas she is behind, I need to know how far behind, so as to know whether it is realistic for her to catch up, or if we need to start looking at huge amounts of differentiation. dd2 is in a MS school, and to have a document like the one linked at the top of the thread owuld be invauable. I have asked and asked all year to know (in a concise yet comprehensive form) what topics will be looked at. dd2's teacher has agreed to let me know, but despite repeated reminders, nothing has come of it. I know dd2's supposed NC levels, but that is all. because of this, and because I am not a primary teacher, I have no idea how to best set about helping her.
I have spent years helping dd1, and I am well versed (thanks to helpful input and info from dd1's school and teachers) in what size steps need to be taken, and in what order. Thanks o little input and unclear data (NC levels by themselves tell me nothing about what dd2 actually understands), I am less than certain about how to set about helping dd2 with her difficulties (and sadly, school are not picking up that slack either). So I can do the basics - I can work through times tables with her, I can teach her to tell the time. We can work on money concepts. But even in these basic areas, I have no idea what the baseline is that dd2 'should' know by now - I do know she struggles with feelign secure with her maths, but I don't know where the line is between her feeling insecure, and what is actually a bit too advanced for her (generally speaking).
Technically it doesn't have to be taught to any child in those particular year groups though does it? I thought the new NC document was quite clear that the objectives only had to be taught by the end of the KS they occur in and it wasn't statutory to teach them in the year groups set out.
Obviously if OFSTED decide that that is what they will look for it will change things. But I suspect that if teaching, progress and attainment are all good, they aren't really going to care about the order of topics/objectives on a long term plan.
Did I suggest it is an individual school report? The said doculumt is a notional list of what will be taught in particular year groups unless your child is struggling or more able in which case you need information will support your child.
Surely "This is the Year 4 Curriculum" is fine for the few that are slap bang in the middle of the Y4 expectations. But for the rest it is more useful to know what your child is learning that week/term/year. This is the challenge for us teachers; would you rather I spent my time writing personalised letters to each parent each term (which may be out of date or totally wrong by two weeks into term as they've acquired certain skills really quickly or lost skills and knowledge from a previous assessment so most of the focus of my teaching is re-establishing those skills before we can move on to the planned learning), or would you rather I work on identifying and meeting each child's needs, which requires constant reflection and adaption of the long term planning overview I start from? I really don't have time for both.
Said sheet isn't an individual school report it's detailed info of statutory maths key objectives which the maj will and should obtain.
You seem to spectacularly missing the point that national expactations may be totally beyond the child's current ability so next step needs to be achieveable not reaching for the moon.
This is semantics surely, what children need to do next is something they can't already do?
I did say it was me ... but I can also speak for the hundreds of parents I have worked with as a SENCO who overwhelmingly don't want to be told what their child can't do.
Well that's you.You don't speak for all parents.
I don't want to know what my child CAN'T do only what they can do and what they need to do next.
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