Brother D said:
Then you aren't the only one - e.g. journalist from linked article - and with many others subject to this targeted propaganda, non-story, have been had, as Gove would be pleased to hear.
Most of my work is now with primary schools and I heard the trails for this on the radio this morning on the way down the motorway to one, wondering what the hell was the point of mentioning the 'same as before' new stuff that's not "story"...
They aren't his proposals btw and not even certain to 'make it' in this form. No matter as there's bugger all that's new in the stuff leaked so far. "A draft mathematics curriculum suggests that five and six year-olds will be expected to count up to 100, recognise basic fractions and memorise the results of simple sums by the end of the first year of compulsory education.In the second year, they will be required to know the two, five and 10 times tables, add and subtract two-digit numbers in their head and begin to use graphs.
Nothing to see here, move on. Already part of the curriculum. Jesus H Christ, don't journalists check their stories and research before publishing any longer?
A couple of year 1 (i.e. 5 & 6 years of age) questions from the current 'Pitch & Expectations' document.There are 11 boys and 16 girls in Blue Class. How many children are in Blue Class altogether? There are more girls than boys. How many more?Complete this calculation: [?] - 8 = 78."It represents a dramatic toughening up of standards demanded in English state schools"
Not from what has been reported it doesn't."At the age of nine, pupils should know all their times tables up to 12x12 and confidently work with numbers up to 10 million by the end of primary school, the Government said. Currently, children only need to know up to 10x10."
The horror! Only up to 10 x 10 and now thank god to 12 x 12 (ever wondered why that used to be a goal many moons ago?) now way more functional... The whole point of the 10 x 10 remit was that with this knowledge and a good grasp of partitioning, number bonds and patterns a pupil should, typically, be able to work out - including mentally - problems beyond 12 x 12 anyway. Here's a couple of ex Year 2 (for 6 or 7 year olds) test questions:There are 15 apples in a tray. Ling has 4 trays of apples. How many apples does Ling have altogether? Show how you work it out.23 children are coming to John’s party. Each child will get 1 ice cream. There are 10 ice creams in a box. How many boxes does John need to buy?.
At level 2a so not the highest anticipated level for infant age children either.
And suitable for a typical (age expected) 9 year old: A CD rack holds 25 CDs. David has 83 CDs. How many racks does he need to hold all his CDs?Lin has 6 racks full of CDs. How many CDs does Lin have altogether? Fill in the missing numbers: 22 x [?] = 660 [?] x 24 = 288Explain why 2 divided by 6 is one third."and familiarise themselves with numbers below 1,000 by the age of 11."
Lies and bullshine. Simply NOT true.
Mathematics teaching and attained standards in infant and junior schools are by no means perfect across the board but it isn't the lack of content or
the level of the content that's the main problem. The problems include poor standards of numeracy/subject knowledge and low levels of training/confidence in far too many teachers, including those coming into the profession now with far less (expert and
usable) preparation from teacher training institutions than needed. The over dependence on a plethora of commercial schemes thrown at children page-by-page, willy nilly, with way too little reflection of whether the method/content meet the actual pupils' needs. Poor subject leadership and ineffective management. And on it goes.
The good news is that, despite their unpopularity - including with some residents of PH, from past threads - Ofsted is upping the ante; the criteria for good teaching and learning under the new Inspection Framework are more stringent still, reflecting a constant rise in expectations that has got many teachers and heads scared silly! Something to hide? Or something to work on?
People might also be interested to see how, despite this, standards at the end of key stages one and two have risen over the past 12 or so years partly thanks to the curriculum designed and recommended to schools by the Primary National Strategy and QCA (the former killed by Balls to save a penny farthing). The percentage attaining level 4 for example has risen very significantly, and there is no 'dumbing down' at work here; these tests are just as stringent as they were a decade ago.