zeinab wrote:

DD struggles on a few questions in book 4, part C which is the harder part on each page. We still have book 5 to go through. She may have been a 4b in maths at the end of yr 4 but she really found a lot of the questions in book 4 challenging as the school does not cover ( so I assume) weights ( grams into kg, ml into litres) amongst other other things. Also, questions that involve fractions / decimals take some time........ but she is getting there and her brothers who had come back from Uni for the festive hols said that they had seen an improvement in her Maths since they left back in Sept of last year. We have some tears shed when she's tired after a long school day then ballet or swimming then a page from S&Sims. Fingers crossed it will all click together with some of questions she is finding tricky dicky. So with a deep breath, caaaalm, a smile and loads of hugs we continue until autumn of this year. This will be my last after 3 DS who all got through so no pressure there for my DD ( she says with a smile

). Anyone else going through these exciting days......NOT!!!!! Hahahah

I think it depends on which 11 plus tests / schools you are preparing for whether doing book 5 will be useful practice or not.

This will be so like my year 4 daughter one year from now despite being 4c at end of year 3. The maths planning and teaching at school is poor and getting worse. Too much time is spent on arithmetic without a problem to solve. And even then, the arithmetic is too limited - endless time spent with whole numbers mostly on addition and subtraction. The rot has spread even up to year 6 as it is a mixed age class so they are doing the new curriculum too. My child who is supposed to be being entered for level 6 maths is bored to tears doing simple long multiplication questions with whole numbers, very few problems, none of the new level 6 material. The only new material she has done was tThe other day they spent five minutes being taught lowest common multiple and highest common factor, but no questions where it might have been useful.

I am glad to read that you are keeping calm and carrying on at home. Sure your daughter will be fab by the time of the test.

My children's school idea of differentiation has become worse than it ever was with the new curriculum. The whole class does the same thing but the top group gets numbers with more digits to work with. I was having a moan about this at home the other day and my husband said he had heard from someone on his commute into London say that this is the whole point of the new curriculum - every child does the same thing but the higher groups get bigger numbers.

So it's not just my school that has got this weird notion about the new curriculum. My husband being part of an education discussion on a train was a revelation.

I wonder if some local authorities or private company have done some terrible in service training on the new maths curriculum for rafts of schools, or if there are some badly written new maths scheme on the web that clusters of schools are following. I dob't know what the answer is but my personal experience is rubbish and getting worse.

I think so many teachers jumped up and down about how dreadful it was that children should learn some formal methods of long multiplication etc that some were brainwashed into thinking that this kind of thing is the main plank of the new curriculum and have completely skewed their planning accordingly.