Level 6 Maths
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Re: Level 6 Maths
As a secondary Mathematics teacher I have a strong interest in ensuring that they have been well taught. The problem with level 6 before was that they weren't - the parents found it very difficult to understand why they were still level 6 at the end of Year 7. These children had HUGE gaps.
Now with the new KS3 curriculum they will actually be disadvantaged. The most able need to develop their problem solving for the new style GCSE - just cramming in a few topics is not benefiting them at all.
Now with the new KS3 curriculum they will actually be disadvantaged. The most able need to develop their problem solving for the new style GCSE - just cramming in a few topics is not benefiting them at all.
Re: Level 6 Maths
Guest55 wrote:As a secondary Mathematics teacher I have a strong interest in ensuring that they have been well taught. The problem with level 6 before was that they weren't - the parents found it very difficult to understand why they were still level 6 at the end of Year 7. These children had HUGE gaps.
Now with the new KS3 curriculum they will actually be disadvantaged. The most able need to develop their problem solving for the new style GCSE - just cramming in a few topics is not benefiting them at all.
Perhaps I wasn't clear - my DS is being challenged by sitting level 6 maths alongside all the other KS2 papers - he is not actively being taught any level 6 subjects at his school - only the children in his class who were tutored and, in my DSs case, well taught certain secondary school topics, are being given this opportunity. Surely a well motivated and keen student entering year 7, albeit with gaps in their knowledge, is better than one who has spent year 6 bored and 'switched' off.
Re: Level 6 Maths
Level 5 APP - not all of level 5 just the 'signposts'
Using and Applying
identify and obtain necessary information to carry through a task and solve mathematical problems check results, considering whether these are reasonable
solve word problems and investigations from a range of contexts
show understanding of situations by describing them mathematically using symbols, words and diagrams
draw simple conclusions of their own and give an explanation of their reasoning
Algebra
construct, express in symbolic form, and use simple formulae involving one or two operations
use and interpret coordinates in all four quadrants
Numbers and the Number system
use understanding of place value to multiply and divide whole numbers and decimals by 10, 100 and 1000 and explain the effect
round decimals to the nearest decimal place and order negative numbers in context
recognise and use number patterns and relationships
use equivalence between fractions and order fractions and decimals
reduce a fraction to its simplest form by cancelling common factors
understand simple ratio
Calculating
use known facts, place value, knowledge of operations and brackets to calculate including using all four operations with decimals to two places
use a calculator where appropriate to calculate fractions/percentages of quantities/measurements understand and use an appropriate non-calculator method for solving problems that involve multiplying and dividing any three digit number by any two-digit number
solve simple problems involving ordering, adding, subtracting negative numbers in context
solve simple problems involving ratio and direct proportion
apply inverse operations and approximate to check answers to problems are of the correct magnitude
Shape, Space and Measures
use a wider range of properties of 2-D and 3-D shapes and identify all the symmetries of 2-D shapes
use language associated with angle and know and use the angle sum of a triangle and that of angles at a point
reason about position and movement and transform shapes
measure and draw angles to the nearest degree, when constructing models and drawing or using shapes
read and interpret scales on a range of measuring instruments, explaining what each labelled division represents
solve problems involving the conversion of units and make sensible estimates of a range of measures in relation to everyday situations
understand and use the formula for the area of a rectangle and distinguish area from perimeter
Handling Data
ask questions, plan how to answer them and collect the data required
in probability, select methods based on equally likely outcomes and experimental evidence, as appropriate
understand and use the probability scale from 0 to 1
understand and use the mean of discrete data and compare two simple distributions, using the range and one of mode, median or mean
understand that different outcomes may result from repeating an experiment
interpret graphs and diagrams, including pie charts, and draw conclusions
create and interpret line graphs where the intermediate values have meaning
I have italicised things that are not taught in Primary - most Year 7s cannot draw to the nearest degree.
Using and Applying
identify and obtain necessary information to carry through a task and solve mathematical problems check results, considering whether these are reasonable
solve word problems and investigations from a range of contexts
show understanding of situations by describing them mathematically using symbols, words and diagrams
draw simple conclusions of their own and give an explanation of their reasoning
Algebra
construct, express in symbolic form, and use simple formulae involving one or two operations
use and interpret coordinates in all four quadrants
Numbers and the Number system
use understanding of place value to multiply and divide whole numbers and decimals by 10, 100 and 1000 and explain the effect
round decimals to the nearest decimal place and order negative numbers in context
recognise and use number patterns and relationships
use equivalence between fractions and order fractions and decimals
reduce a fraction to its simplest form by cancelling common factors
understand simple ratio
Calculating
use known facts, place value, knowledge of operations and brackets to calculate including using all four operations with decimals to two places
use a calculator where appropriate to calculate fractions/percentages of quantities/measurements understand and use an appropriate non-calculator method for solving problems that involve multiplying and dividing any three digit number by any two-digit number
solve simple problems involving ordering, adding, subtracting negative numbers in context
solve simple problems involving ratio and direct proportion
apply inverse operations and approximate to check answers to problems are of the correct magnitude
Shape, Space and Measures
use a wider range of properties of 2-D and 3-D shapes and identify all the symmetries of 2-D shapes
use language associated with angle and know and use the angle sum of a triangle and that of angles at a point
reason about position and movement and transform shapes
measure and draw angles to the nearest degree, when constructing models and drawing or using shapes
read and interpret scales on a range of measuring instruments, explaining what each labelled division represents
solve problems involving the conversion of units and make sensible estimates of a range of measures in relation to everyday situations
understand and use the formula for the area of a rectangle and distinguish area from perimeter
Handling Data
ask questions, plan how to answer them and collect the data required
in probability, select methods based on equally likely outcomes and experimental evidence, as appropriate
understand and use the probability scale from 0 to 1
understand and use the mean of discrete data and compare two simple distributions, using the range and one of mode, median or mean
understand that different outcomes may result from repeating an experiment
interpret graphs and diagrams, including pie charts, and draw conclusions
create and interpret line graphs where the intermediate values have meaning
I have italicised things that are not taught in Primary - most Year 7s cannot draw to the nearest degree.
Re: Level 6 Maths
There is not need to be switched of if they are taught the additional level 5 topics and do lots of problem solving!
Re: Level 6 Maths
Thanks Guest55 the info is illuminating
Re: Level 6 Maths
Interesting - are the topics in italics not tested already at 11+ - if not KS2 - though?
Re: Level 6 Maths
Not if the 11+ is VR ...
Re: Level 6 Maths
I am pretty sure my DS covered all the italicised points with his tutor for 11+ entry to independent schools - surely your 'beef' should be with the state junior education system, not with parents like myself who can see the flaws in the system and are having to pay (and I am not financially well-off) to fill the gaps.
In a perfect world each child in state education would have lessons tailored to their needs and abilities including those who are more able, not just the ones who are less able - are you saying that you can provide this as a teacher in the secondary sector - if so, please let me know if I can send my DS to your school!
In a perfect world each child in state education would have lessons tailored to their needs and abilities including those who are more able, not just the ones who are less able - are you saying that you can provide this as a teacher in the secondary sector - if so, please let me know if I can send my DS to your school!
Re: Level 6 Maths
lara228 - I doubt these topics were taught in the way they would be at Secondary school - few tutors are 'up to speed' with the new KS3 curriculum I'm afraid.
My 'beef' is with schools who push the level 6 paper for their own devices and not to meet the child's needs. There is absolutely no need for ANY child to be bored at Primary; there are a wealth of extension materials.
My 'beef' is with schools who push the level 6 paper for their own devices and not to meet the child's needs. There is absolutely no need for ANY child to be bored at Primary; there are a wealth of extension materials.
Re: Level 6 Maths
But the point I have been trying to make is that my DSs school does not push level 6 - they have no reason to as it does not affect their league table ranking which is only based on levels 4 & 5. The school has, in their opinion, completed the KS2 curriculum, got everyone to at least level 4, job done. So my DS is supposed to sit through 5 months of maths lessons, doing level 5 papers, getting full marks and achieving nothing. I'm pleased that his brain is being put into gear by the level 6 papers - I assume that where he gets a question wrong his teacher is showing him the correct method (maybe I assume too much?). Either way, my DS is much happier with the challenge.