## English National Curriculum

### Y2: Maths

National Curriculum of England Hands-On Education Activity
Ma2/2.1 Number & Place Value
Ma2/2.1a count in steps of 2, 3, and 5 from 0, and in 10s from any number, forward and backward
Ma2/2.1b recognise the place value of each digit in a two-digit number (10s, 1s)
Ma2/2.1c identify, represent and estimate numbers using different representations, including the number line
Ma2/2.1d compare and order numbers from 0 up to 100; use , and = signs
Ma2/2.1e read and write numbers to at least 100 in numerals and in words
Ma2/2.1f use place value and number facts to solve problems
Ma2/2.2 Addition & Subtraction
Ma2/2.2a solve problems with addition and subtraction:
1. using concrete objects and pictorial representations, including those involving numbers, quantities and measures
2. applying their increasing knowledge of mental and written methods
Ma2/2.2b recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100
Ma2/2.2c add and subtract numbers using concrete objects, pictorial representations, and mentally, including:
1. a two-digit number and 1s
2. a two-digit number and 10s
3. 2 two-digit numbers
4. adding 3 one-digit numbers
Ma2/2.2d show that addition of 2 numbers can be done in any order (commutative) and subtraction of one number from another cannot
Ma2/2.2e recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems
Ma2/2.3 Multiplication & Division
Ma2/2.3a recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers
Ma2/2.3b calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs
Ma2/2.3c show that multiplication of 2 numbers can be done in any order (commutative) and division of 1 number by another cannot
Ma2/2.3d solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts
Ma2/2.4 Fractions
Ma2/2.4a recognise, find, name and write fractions 1/3, 1/4, 2/4 and 3/4 of a length, shape, set of objects or quantity
Ma2/2.4b write simple fractions, for example 1/2 of 6 = 3 and recognise the equivalence of 2/4 and 1/2
Ma2/3.1 - Measurement
Ma2/3.1a choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels
Ma2/3.1b compare and order lengths, mass, volume/capacity and record the results using >, < and=
Ma2/3.1c recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value
Ma2/3.1d find different combinations of coins that equal the same amounts of money
Ma2/3.1e solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change
Ma2/3.1f compare and sequence intervals of time
Ma2/3.1g tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times
Ma2/3.1h know the number of minutes in an hour and the number of hours in a day
Ma2/3.2 - Properties of Shapes
Ma2/3.2a identify and describe the properties of 2-D shapes, including the number of sides and line symmetry in a vertical line
Ma2/3.2b identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces
Ma2/3.2c identify 2-D shapes on the surface of 3-D shapes
Ma2/3.2d compare and sort common 2D and 3D shapes and everyday objects
Ma2/3.3 Position and Direction
Ma2/3.3a order and arrange combinations of mathematical objects in patterns and sequences
Ma2/3.3b use mathematical vocabulary to describe position, direction and movement including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise)
Ma2/4.1 Statistics
Ma2/4.1a interpret and construct simple pictograms, tally charts, block diagrams and tables
Ma2/4.1b ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity
Ma2/4.1c ask and answer questions about totalling and comparing categorical data

## What does the National Curriculum say about the teaching of mathematics, and its importance across the curriculum?

The National Curriculum emphasizes the importance of teaching mathematics in a comprehensive manner. It aims to ensure that all students not only become proficient in the basic concepts of mathematics but also develop their ability to think mathematically and apply their skills to solve a variety of problems.

According to the National Curriculum, the teaching of mathematics should not be limited to mathematics lessons alone. Instead, teachers are encouraged to integrate mathematics skills and concepts into all subjects across the curriculum. This means that mathematics should be taught and reinforced in subjects such as science, geography, history, and even arts and languages.

The curriculum emphasizes that teachers should use every relevant subject as an opportunity to enhance students' mathematical fluency. By teaching mathematics in real-world contexts within different subjects, students can develop a deeper understanding of how mathematics is relevant and useful in their everyday lives. This approach also helps students appreciate the importance of mathematics and its application in various contexts.

Furthermore, the National Curriculum places a strong emphasis on developing students' numeracy and mathematical reasoning skills. It encourages teachers to foster students' ability to reason mathematically by encouraging them to explore relationships, make conjectures, and develop arguments using mathematical language. This not only strengthens their understanding of mathematics but also enhances their critical thinking and problem-solving abilities.

In summary, the National Curriculum highlights the significance of teaching mathematics across all subjects. It encourages teachers to use interdisciplinary approaches to develop students' mathematical fluency and reasoning skills. By doing so, students can gain a solid foundation in mathematics and understand its importance and relevance in diverse areas of knowledge.

## What does the National Curriculum say about the teaching of English, and the importance of language and literacy across the curriculum?

According to the National Curriculum, the teaching of English holds substantial importance throughout various subjects taught. It emphasizes the need for teachers to utilize all relevant subject areas as opportunities to nurture pupils' language and literacy skills. The curriculum expects educators to actively promote the development of language proficiency, including reading, writing, listening, and speaking, across the entirety of the curriculum. Hence, the National Curriculum underlines the significance of language and literacy as essential components of a well-rounded education, indicating that teachers should not only focus on English as a standalone subject but also integrate and reinforce language and literacy skills across other disciplines.

## What do the programmes of study in the National Curriculum look like now?

The National Curriculum for mathematics in 2014 has undergone significant changes in its structure and content. The curriculum is designed in a year-by-year format, where schools are expected to cover the specific programmes of study by the end of each key stage.

The revised curriculum places a greater emphasis on depth of understanding, introducing more advanced topics earlier on. Previously, some topics such as long division and basic algebra were taught at the secondary level but have now been moved to primary education. This shift enables students to develop a solid foundation in these key mathematical concepts from an earlier age.

In order to make room for this increased depth, adjustments have been made in other areas. For example, the content related to data analysis has been condensed and integrated under the new heading of 'Statistics'. This allows more time and focus to be dedicated to other aspects of mathematics, ensuring a comprehensive and well-rounded approach to learning.

## What has changed in the National Curriculum?

The National Curriculum has undergone several changes. One notable change is that certain subjects are now covered in more depth compared to before. Additionally, several topics have been introduced earlier in the curriculum, while others have been shifted from secondary to primary level. For example, primary level students are now learning long division and basic algebra. To make room for more in-depth study, some content in areas like data has been reduced. The revised curriculum places a greater emphasis on learning and practising fundamental mathematical concepts, such as number and calculation. This includes using formal written methods and mental strategies, as well as developing skills in mathematical reasoning and problem-solving. Notably, the use of calculators is now recommended to be introduced towards the end of key stage 2, which aligns with the revised guideline from the previous recommendation in Year 4.

## What is the structure of the National Curriculum 2014?

The structure of the National Curriculum 2014 for mathematics is designed in a progressive manner, organized on a year-by-year basis. It outlines the specific programs of study for each key stage, providing a clear framework for schools to follow. While schools are expected to cover these programs by the end of each key stage, they have flexibility in determining their own pace and approach to ensure comprehensive coverage of the required content.

## What are the aims of the National Curriculum?

The National Curriculum encompasses several aims in its scope. Firstly, it aims to ensure that students develop fluency in the fundamentals of various subjects, including mathematics. It seeks to enable students to understand and apply mathematical concepts effectively.

Secondly, the National Curriculum aims to foster students' ability to reason mathematically. This involves encouraging them to follow lines of inquiry, make conjectures about relationships and generalizations, and construct valid arguments using mathematical language. By honing their reasoning skills, students can develop a deep understanding of mathematical concepts and principles.

Lastly, the National Curriculum strives to equip students with the ability to solve problems using their mathematical knowledge. This includes both routine and non-routine problems, providing increasing levels of complexity and sophistication. Students are encouraged to apply their mathematical understanding to a variety of practical scenarios, enabling them to become proficient problem solvers.

These aims of the National Curriculum are designed to ensure that students not only acquire knowledge in specific subjects but also develop essential skills such as fluency, reasoning, and problem-solving abilities.

## What is the primary curriculum?

The primary curriculum, specifically the National Curriculum for mathematics, is designed on a year-by-year basis, providing a framework for what children should learn at each stage of their primary education. While schools are expected to cover all the required content by the end of each key stage, the curriculum places a strong emphasis on ensuring that all pupils develop a solid foundation in mathematics.

The aims of the National Curriculum for mathematics in primary schools are multi-fold. First and foremost, it aims to enable pupils to become fluent in the fundamentals of mathematics. This involves being able to confidently and accurately perform calculations, understand numerical concepts, and effectively use mathematical language.

Additionally, the curriculum seeks to foster mathematical reasoning skills. Pupils are encouraged to investigate and explore mathematical concepts, making connections and drawing conclusions based on their observations. They are guided to develop their capacity to form conjectures, identify relationships, and make generalizations, which leads to more advanced mathematical thinking.

Moreover, problem-solving skills are emphasized throughout the curriculum. Pupils are encouraged to apply their mathematical knowledge to a wide range of routine and non-routine problems. They learn to tackle challenges and find solutions, developing their ability to think critically and creatively in a mathematical context.

By introducing certain topics earlier and increasing the depth of coverage in selected areas, the curriculum aims to provide a comprehensive understanding of mathematics. For example, long division and basic algebra are now introduced at the primary level. To allow for this deeper exploration, some content in areas like data has been reduced.

The National Curriculum also recognizes the importance of integrating mathematics across various subjects, promoting cross-curricular learning. It suggests that teachers should seize opportunities to develop pupils' numerical fluency, mathematical reasoning, and problem-solving skills in all subjects. This approach helps children understand and appreciate the relevance and significance of mathematics in different contexts of their education.

Overall, the primary curriculum for mathematics aims to ensure that all pupils build a solid foundation in mathematical knowledge, thinking skills, and problem-solving abilities. It fosters fluency, reasoning, and problem-solving through the use of formal written methods, mental strategies, and mathematical language. By providing a clear framework, the curriculum guides teachers in delivering effective mathematics instruction across various subjects.