Mathematics in the National Curriculum 1991

The 1989 document was replaced by a revised version, Mathematics in the National Curriculum (1991). A major aim of the revision was to make assessment more manageable, whilst keeping the content of mathematics unchanged. The revisions came into force on 1 August 1992.

The 14 Attainment Targets (ATs) were reduced to five. 'Measures' as a heading was removed and the associated knowledge and skills moved to 'Number' or 'Shape and space' as appropriate.

The five new ATs were derived from the original 14 (in brackets):
1991 Attainment Targets
1. Using and applying (1 and 9)
2. Number (2, 3, 4 and part of 8)
3. Algebra (5, 6, and 7)
4. Shape and space (10, 11 and part of 8)
5. Handling data (12, 13 and 14)

The number of Standards of Attainment (SoA) were reduced to less than half the number in the 1989 Order. The new SoAs described what students should be able to do when they had been taught parts of the Programme of Study (PoS).

In ATs 2-5, the reduction was achieved by considering groups of related elements in the PoS and either providing a general SoA, which combined several elements in the group, or providing a SoA which represented a single key idea where students' achievement of this was particularly important.

In AT1 the SoA showed a clearer progression through the ten levels. This was to enable teachers to gauge what was required at each level and set tasks which allowed students to demonstrate attainment at several levels. They were also placed at levels where appropriate and challenging tasks could be set based on content defined at similar levels from the other ATs.

The new SoAs were set out in strands that described how important mathematical ideas developed through the levels.

1991 Attainment targets with their relevant strands.

1 Using and applying mathematics
Applications
Mathematical communication
Reasoning, logic and proof

2 Number
Knowledge and use of numbers
Estimation and approximation
Measures

3 Algebra
Patterns and relationships
Formulae, equations and inequalities
Graphical representation

4 Shape and space Shape
Location
Movement
Measures

5 Handling data
Collecting and processing
Representing and interpreting
Probability

The inclusion of a broader set of examples and a new layout, which showed PoS, ATs and examples side by side, made the order easier to use. The same layout for mathematics and science was used. Non-statutory guidance was prepared by the National Curriculum Council to help teachers use the new Attainment Targets, in particular with regard to the nature and use of the new statements of attainment.

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