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National Curriculum
Meanings
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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"
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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
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Stage
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Year
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Test
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| 3-4
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Foundation
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| 4-5
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| 5-6
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Key Stage 1
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Year 1
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| 6-7
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Year 2
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National tests and tasks in
Maths and English.
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| 7-8
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Key Stage 2
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Year 3
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| 8-9
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Year 4
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| 9-10
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Year 5
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| 10-11
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Year 6
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National tests in Maths,
English and Science.
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| 11-12
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Key Stage 3
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Year 7
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| 12-13
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Year 8
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| 13-14
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Year 9
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National tests in Maths,
English and Science.
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| 14-15
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Key Stage 4
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Year 10
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Some pupils take GCSEs.
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| 15-16
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Year 11
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Most pupils take GCSEs or
other qualification.
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The Key Stage 'Levels'
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Key Stage 1 (ages 5-7)
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Key Stage 2 (ages 7-11)
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Key Stage 3 (ages 11-14)
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| Level 8
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| Level 7
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| Level 6
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| Level 5
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| Level 4
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| Level 3
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| Level 2
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| Level 1
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KEY
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During the appropriate Key Stage, most children will work between these levels.
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By the end of the appropriate Key Stage, most children will achieve these
levels.
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What Mathematics should your child be learning?
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Key Stage 1
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It is expected that most children of around 7 years will be able to:
Use and Application of Maths
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choose a sensible approach to tackle a problem
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use words, symbols and simple diagrams to record what they do in a mathematical
way
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notice patterns and describe them
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explain how they solved a problem.
Number
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count, read and write whole numbers up to 100, and put them in order
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count on or back in ones or tens from different starting numbers
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tell if numbers are odd or even
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know that you can undo an addition with a subtraction
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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)
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know the pairs of numbers in tens that make 100 (for example, 30 + 70 = 100, 70
+ 30 = 100)
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know that they can do addition in any order, a nd that it's easier to start
with the bigger numbers
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understand that multiplying is the same as adding more of the same number
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double numbers or halve them
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know the 2 and 10 times tables by heart.
Shape, Space and Measures
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use the mathematical names for common two-dimensional and three-dimensional
shapes; say how many sides and corners a shape has, and if it has any right
angles
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predict how a shape would appear in a mirror
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recognise turning movements such as whole turns, half turns and quarter turns
or right angles
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measure or weigh things using units such as centimetres, metres, litres or
kilograms; choose sensible units to use
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use a ruler to draw and measure lines to the nearest centimetre
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tell the time to the half and quarter hour.
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Key Stage 2
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It is expected that most children of around 11 years will be able to:
Use and Application of Maths
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tackle a problem using different approaches, trying out ideas of their own
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apply maths to practical problems
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present their results in a clear and organised way.
Number
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multiply and divide decimals by 10 or 100, and whole numbers by 1000 in their
heads
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put in order a set of numbers with up to three decimal places
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work with decimals to add and subtract on paper
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reduce a fraction to its simplest form (for example, four-sixteenths to
one-quarter)
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work out fractions of numbers or quantities (for example, they should be able
to work out five-eighths of 32, seven-tenths of 40 and nine-one hundredths of
400 centimetres)
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understand that a percentage is the number of parts in every hundred, and work
out simple percentages of whole numbers
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solve problems involving ratio and proportion
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know all the times tables and use them to divide as well as multiply
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use +, -, ÷, and \ to solve problems given in words, which could be about
numbers or measures (kilograms, kilometres and so on)
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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
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use a protractor to measure angles to the nearest degree
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calculate the perimeter and area of shapes that can be split into rectangles
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read and plot coordinates in all four quadrants
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interpret numbers accurately on a range of measuring instruments
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tell the time and solve problems involving time on a 12-hour or 24-hour clock.
Handling Data
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solve a problem by collecting and using information in tables, graphs and
charts.
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Key Stage 3
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It is expected that most children of around 14 years will be able to:
Use and Application of Maths
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plan how to tackle a problem, including working out what information they need
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solve complex problems by breaking them into smaller, more manageable tasks
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describe mathematical situations using symbols, words and diagrams
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link their solutions to the initial problem and present them to a sensible
degree of accuracy
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explain their reasoning and begin to give mathematical justifications for their
solutions.
Number and Algebra
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in their heads, do some calculations involving decimals, fractions,
percentages, factors, powers and roots
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multiply and divide any whole number by 10, 100 and other powers of 10
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estimate and approximate answers to calculations
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use standard written methods for addition, subtraction, multiplication and
division involving whole numbers, decimals and fractions
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give one number as a fraction or percentage of another
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use efficient methods to add, subtract, multiply and divide fractions
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use the relationships between fractions, decimals, percentages, ratio and
proportion to solve problems
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find and use prime factors of numbers
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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
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use index notation and simple instances of index laws (know, for example, that
22 x 23 = 25 and 26 ÷ 22 = 24)
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set up and use equations and their graphs to solve word problems
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simplify and transform algebraic expressions, knowing how to substitute
positive and negative numbers for symbols
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generate terms of a sequence and use algebra to describe the nth term of a
simple sequence
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begin to use trial and improvement methodically, to find rough solutions to
equations such as x3 - x = 100.
Shape, Space and Measures
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use a ruler, protractor and compasses to construct lines, angles and
two-dimensional or three-dimensional shapes
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use the properties of straight-sided shapes, and intersecting and parallel
lines, to solve problems
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recognise when two triangles are congruent
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know and use formulae to calculate: -the circumferences and areas of circles
-areas of straight-sided shapes -volumes of cuboids
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use two-dimensional diagrams to analyse three-dimensional shapes
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rotate, reflect, translate and enlarge two-dimensional shapes and understand
how these transformations affect their sides, angles and position
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write instructions for a computer to generate and transform shapes and paths.
Handling Data
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design a survey or experiment
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gather the data they need from different sources (for example, from tables,
lists and computer sources)
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choose the right kind of graph to show the data they have gathered
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summarise raw data using range and measures of average
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interpret graphs and diagrams and draw conclusions
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calculate probabilities and solve problems in situations where there are
limited numbers of equally likely outcomes (for example, when rolling a dice)
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estimate probabilities from data gathered in experiments.
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