Schools have another target to aim for – increase the number of pupils achieving Level 6. I have been asked a lot about this recently, so what is expected of these children and the Y6 teachers?
Here are the guidelines on the L6 test from the DfE:
The level 6 mathematics test has been developed to sample across Key Stages 2 and 3, to determine if a child is working at level 6. During the test, it is therefore possible that children working at level 6 will encounter a small number of elements of the Key Stage 3 programme of study which they have not yet covered.
To support children, questions drawn solely from the Key Stage 3 programme of study will often be provided with ‘scaffolding’, so that they are accessible to Year 6 children working at level 6.
The test is designed to determine whether a child is working at level 6, rather than whether they are fully secure at level 6. Therefore, children will not be expected to be able to answer all questions on the test correctly in order to attain a level 6.
Children should have covered the Key Stage 2 mathematics programme of study in depth. They should be able to work independently to apply their knowledge within unfamiliar and challenging problems, whilst thinking analytically and communicating their ideas effectively.
The elements of the Key Stage 3 programme of study that will be covered are not specified, as teachers should determine which elements are most appropriate for each child. However, teachers will need to have covered sufficient elements of the Key Stage 3 programme of study to be assured that the child is working at level 6.
Looking at the L6 NC descriptions below, much of the content will be familiar to you and is just a step on from the KS2 maths you currently teach. Give your children opportunities to investigate, reason and solve problems to add breadth and depth to KS2 content so that it moves towards these L6 descriptions. You can then specifically teach the KS3 topics I have highlighted in red when appropriate, as these may be unfamiliar to the children. As you can see, it’s not too much new content so should be manageable.
Using and applying
Pupils carry out substantial tasks and solve quite complex problems by independently and systematically breaking them down into smaller, more manageable tasks. They interpret, discuss and synthesise information presented in a variety of mathematical forms, relating findings to the original context. Their written and spoken language explains and informs their use of diagrams. They begin to give mathematical justifications, making connections between the current situation and situations they have encountered before.
Number and algebra
Pupils order and approximate decimals when solving numerical problems and equations, using trial and improvement methods. They evaluate one number as a fraction or percentage of another. They understand and use the equivalences between fractions, decimals and percentages, and calculate using ratios in appropriate situations. They add and subtract fractions by writing them with a common denominator. They find and describe in words the rule for the next term or nth term of a sequence where the rule is linear. They formulate and solve linear equations with whole-number coefficients. They represent mappings expressed algebraically, and use Cartesian coordinates for graphical representation interpreting general features
Shape, space and measures
Pupils recognise and use common 2-D representations of 3-D objects. They know and use the properties of quadrilaterals. They solve problems using angle and symmetry, properties of polygons and angle properties of intersecting and parallel lines, and explain these properties. They devise instructions for a computer to generate and transform shapes and paths. They understand and use appropriate formulae for finding circumferences and areas of circles, areas of plane rectilinear figures and volumes of cuboids when solving problems.
Statistics
Pupils collect and record continuous data, choosing appropriate equal class intervals over a sensible range to create frequency tables. They construct and interpret frequency diagrams. They construct pie charts. They draw conclusions from scatter diagrams, and have a basic understanding of correlation. When dealing with a combination of two experiments, they identify all the outcomes. When solving problems, they use their knowledge that the total probability of all the mutually exclusive outcomes of an experiment is 1.
I agree with the importance of challenging able children and giving them the opportunity to think mathematically and work beyond Level 5, but testing it seems a step too far. The actual content for L6 is fine though, and can be enjoyable to teach and fun to learn.
Quick update (Feb 2013) – I’ve a written a KS2 Level 6 book for Letts that has just been published. Click here for some info on it.
