For information on the New 2014 National Curriculum click here.

To ensure you order the correct National Curriculum Level, ask your child's
teacher what level they are working at. The National Numeracy Strategy guidelines show the expectation of an "average"
child.

Year 4 consolidation of
Level 3 and start on Level 4.
Year 5 revision of Level
3, but mainly Level 4.
Year 6 consolidation of
Level 4, start of Level 5.
Year 7 revision of Level
4, but mainly Level 5.
Year 8 consolidation of Level
5, start of Level 6.
Year 9 revision of Level
5, but mainly Level 6.
Here is a guide to the GCSE levels and the National Curriculum levels. This is
only a guide, as the National Curriculum Levels do not match up exactly with
the GCSE grade boundaries.
GCSE Higher Level
A*, A, B, C, D,
U
tests mainly Levels 7, 8, 9 and 10.
GCSE Intermediate Level
B, C, D, E,
U
tests mainly Levels 5, 6, 7 and 8.
GCSE Foundation Level
D, E, F, G,
U
tests mainly Levels 3, 4, 5, 6.
Note: The notation Level 9/10. These levels are also referred to as
exceptional performance (EP) at Key Stage 3. We use 9/10 as it is a natural
progression of the numbering system!
The end of Year 9 denotes the end of Key Stage 3. This year 67 per cent of
pupils achieved Level 5 or higher in Mathematics, a one per cent increase on
last year. National targets are for 75 per cent of pupils to achieve Level 5 or
higher by 2004 and 85 per cent by 2007.
The Key Stages and Assessment
Age

Stage

Year

Test

34

Foundation



45




56

Key Stage 1

Year 1


67

Year 2

National tests and tasks in
Maths and English.

78

Key Stage 2

Year 3


89

Year 4


910

Year 5


1011

Year 6

National tests in Maths,
English and Science.

1112

Key Stage 3

Year 7


1213

Year 8


1314

Year 9

National tests in Maths,
English and Science.

1415

Key Stage 4

Year 10

Some pupils take GCSEs.

1516

Year 11

Most pupils take GCSEs or
other qualification.

The Key Stage 'Levels'

Key Stage 1 (ages 57)

Key Stage 2 (ages 711)

Key Stage 3 (ages 1114)

Level 8




Level 7




Level 6




Level 5




Level 4




Level 3




Level 2




Level 1




KEY

During the appropriate Key Stage, most children will work between these levels.


By the end of the appropriate Key Stage, most children will achieve these
levels.

What Mathematics should your child be learning?

Key Stage 1



It is expected that most children of around 7 years will be able to:
Use and Application of Maths

choose a sensible approach to tackle a problem

use words, symbols and simple diagrams to record what they do in a mathematical
way

notice patterns and describe them

explain how they solved a problem.
Number

count, read and write whole numbers up to 100, and put them in order

count on or back in ones or tens from different starting numbers

tell if numbers are odd or even

know that you can undo an addition with a subtraction

know by heart all adding and subtracting facts for each number up to ten (for
example, know the facts that 6 + 4 = 10, 10  4 = 6 and 10  6 = 4, 4 + 2 = 6
and 6  4 = 2, 6  2 = 4, and so on)

know the pairs of numbers in tens that make 100 (for example, 30 + 70 = 100, 70
+ 30 = 100)

know that they can do addition in any order, a nd that it's easier to start
with the bigger numbers

understand that multiplying is the same as adding more of the same number

double numbers or halve them

know the 2 and 10 times tables by heart.
Shape, Space and Measures

use the mathematical names for common twodimensional and threedimensional
shapes; say how many sides and corners a shape has, and if it has any right
angles

predict how a shape would appear in a mirror

recognise turning movements such as whole turns, half turns and quarter turns
or right angles

measure or weigh things using units such as centimetres, metres, litres or
kilograms; choose sensible units to use

use a ruler to draw and measure lines to the nearest centimetre

tell the time to the half and quarter hour.



Key Stage 2



It is expected that most children of around 11 years will be able to:
Use and Application of Maths

tackle a problem using different approaches, trying out ideas of their own

apply maths to practical problems

present their results in a clear and organised way.
Number

multiply and divide decimals by 10 or 100, and whole numbers by 1000 in their
heads

put in order a set of numbers with up to three decimal places

work with decimals to add and subtract on paper

reduce a fraction to its simplest form (for example, foursixteenths to
onequarter)

work out fractions of numbers or quantities (for example, they should be able
to work out fiveeighths of 32, seventenths of 40 and nineone hundredths of
400 centimetres)

understand that a percentage is the number of parts in every hundred, and work
out simple percentages of whole numbers

solve problems involving ratio and proportion

know all the times tables and use them to divide as well as multiply

use +, , ÷, and \ to solve problems given in words, which could be about
numbers or measures (kilograms, kilometres and so on)

use paper and pencil methods of multiplying and dividing for harder
calculations (for example, 434.25 multiplied by 8, 195 divided by 6 and 352
multiplied by 27).
Shape, Space and Measures

use a protractor to measure angles to the nearest degree

calculate the perimeter and area of shapes that can be split into rectangles

read and plot coordinates in all four quadrants

interpret numbers accurately on a range of measuring instruments

tell the time and solve problems involving time on a 12hour or 24hour clock.
Handling Data

solve a problem by collecting and using information in tables, graphs and
charts.



Key Stage 3



It is expected that most children of around 14 years will be able to:
Use and Application of Maths

plan how to tackle a problem, including working out what information they need

solve complex problems by breaking them into smaller, more manageable tasks

describe mathematical situations using symbols, words and diagrams

link their solutions to the initial problem and present them to a sensible
degree of accuracy

explain their reasoning and begin to give mathematical justifications for their
solutions.
Number and Algebra

in their heads, do some calculations involving decimals, fractions,
percentages, factors, powers and roots

multiply and divide any whole number by 10, 100 and other powers of 10

estimate and approximate answers to calculations

use standard written methods for addition, subtraction, multiplication and
division involving whole numbers, decimals and fractions

give one number as a fraction or percentage of another

use efficient methods to add, subtract, multiply and divide fractions

use the relationships between fractions, decimals, percentages, ratio and
proportion to solve problems

find and use prime factors of numbers

use calculators efficiently and interpret the display in the context of the
problem; use the constant, the sign change key, pi, function keys for powers,
roots and fractions; use brackets and the calculator memory

use index notation and simple instances of index laws (know, for example, that
22 x 23 = 25 and 26 ÷ 22 = 24)

set up and use equations and their graphs to solve word problems

simplify and transform algebraic expressions, knowing how to substitute
positive and negative numbers for symbols

generate terms of a sequence and use algebra to describe the nth term of a
simple sequence

begin to use trial and improvement methodically, to find rough solutions to
equations such as x3  x = 100.
Shape, Space and Measures

use a ruler, protractor and compasses to construct lines, angles and
twodimensional or threedimensional shapes

use the properties of straightsided shapes, and intersecting and parallel
lines, to solve problems

recognise when two triangles are congruent

know and use formulae to calculate: the circumferences and areas of circles
areas of straightsided shapes volumes of cuboids

use twodimensional diagrams to analyse threedimensional shapes

rotate, reflect, translate and enlarge twodimensional shapes and understand
how these transformations affect their sides, angles and position

write instructions for a computer to generate and transform shapes and paths.
Handling Data
 design a survey or experiment
 gather the data they need from different sources (for example, from tables, lists
and computer sources)
 choose the right kind of graph to show the data they have gathered
 summarise raw data using range and measures of average
 interpret graphs and diagrams and draw conclusions
 calculate probabilities and solve problems in situations where there are limited
numbers of equally likely outcomes (for example, when rolling a dice)
 estimate probabilities from data gathered in experiments.

