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Source: http://freedomtoteach.collins.co.uk/category/primary-maths/feed/

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<title>Practising SATs-style questions</title>
<link>https://freedomtoteach.collins.co.uk/practising-sats-style-questions/</link>
<dc:creator><![CDATA[stefanlesik]]></dc:creator>
<pubDate>Tue, 18 Feb 2020 17:09:21 +0000</pubDate>
<category><![CDATA[Primary]]></category>
<category><![CDATA[Primary Maths]]></category>
<category><![CDATA[Revision]]></category>
<guid isPermaLink="false">https://freedomtoteach.collins.co.uk/2020/02/18/practising-sats-style-questions/</guid>
<description><![CDATA[To help prepare pupils for SATs, we can build their confidence by revising topics and making sure they know what … <a href="https://freedomtoteach.collins.co.uk/practising-sats-style-questions/">Continued</a>
The post <a href="https://freedomtoteach.collins.co.uk/practising-sats-style-questions/">Practising SATs-style questions</a> appeared first on <a href="https://freedomtoteach.collins.co.uk">Collins | Freedom to Teach</a>.
]]></description>
<content:encoded><![CDATA[To help prepare pupils for SATs, we can build their confidence by revising topics and making sure they know what to expect. Here are some ways to make sure pupils are familiar with the style of the SATs papers and questions.
General principles
<ul>
<li>Always start any SATs practice work with warm-up or accessible questions that pupils should be able to answer easily. When pupils can successfully answer a question, this builds their confidence so they are more likely to ‘have a go’ at a more challenging question. Success leads to confidence leads to more success:</li>
</ul>
<img decoding="async" class="wp-image-8677 alignnone" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/KP-blog-success-1.png" alt="success leads to confidence" width="176" height="56" />
<ul>
<li>Give pupils questions that look like SATs questions – either from past SATs papers or from a SATs practice book, such as Collins <a href="https://collins.co.uk/products/9780008201630-1">SATs Question Books</a>. This helps pupils get used to the way a question gives them information and then shows the ‘question’ they need to answer in a tint box, the space they are given to do any working, the boxes to write answers in, and the marks allocated to each question. Explain all these features as pupils meet them.</li>
<li>For any SATs practice, provide all the equipment pupils will have in the test:a pencil or blue/black pen
<ul>
<li>a sharp, black pencil for mathematical drawing</li>
<li>a ruler (showing centimetres and millimetres)</li>
<li>an angle measurer or protractor (for Reasoning paper questions)</li>
<li>a mirror</li>
<li>a rubber (optional). If rubbers are not provided tell pupils that they should cross out any answers they wish to change.</li>
</ul>
</li>
</ul>
Allow pupils to select the equipment they need for each question. Explain that they can use pen or pencil to work out their answers but they should use pencil for any drawings, and a ruler for drawing straight lines.
Practising arithmetic questions
First give pupils a set of questions under headings ‘addition’, ‘subtraction’ ‘multiplication’ ‘division’, to practise these skills one at a time. Then give very similar questions but without the headings, and in a random order.
Here are some examples from Collins <a href="https://collins.co.uk/products/9780008201623">KS2 Maths Arithmetic SATs Question Book:</a>
 
<img fetchpriority="high" decoding="async" class="alignleft wp-image-8683" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/Blog-Image-3-3.png" alt="Multiplication exercises" width="207" height="291" /><img decoding="async" class="alignleft wp-image-8684" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/Blog-Image-4-3.png" alt="Multiplication -Harder exercises" width="207" height="291" /><img loading="lazy" decoding="async" class="alignleft wp-image-8685" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/Blog-Image-5-1.png" alt="Maths-Test" width="206" height="287" />
 
 
 
 
 
Discuss with children whether they found the ‘mixed’ questions harder and why. Emphasise the importance of looking carefully at signs (+, -, ×, ÷) in the question. Point out that you can answer the questions in any order you like. Often the first one is easier, but if you don’t think so, start with another one and come back to the first one later.
Building up the challenge
Start with skills practice, then tackle problem-solving questions that use these skills. These examples from Collins <a href="https://collins.co.uk/products/9780008175498">Year 6 Maths SATs Targeted Practice Workbook</a> start with percentage calculations in Challenge 1, and progress to using ‘harder’ numbers and percentages in different contexts in Challenges 2 and 3.
<a href="http://s20211.p595.sites.pressdns.com/wp-content/uploads/2020/02/60-61PDF-1.pdf"><img loading="lazy" decoding="async" class="alignleft wp-image-8680" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/Blog-Image-1-4.png" alt="Targeted Practice Workbook page 60" width="239" height="334" /></a><a href="http://s20211.p595.sites.pressdns.com/wp-content/uploads/2020/02/60-61PDF-1.pdf"><img loading="lazy" decoding="async" class="alignleft wp-image-8681" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/Blog-Image-2-3.png" alt="Targeted Practice Workbook page 61" width="240" height="334" /></a>
 
 
 
 
 
 
Familiarising with SATs question types
<ul>
<li>Work on small sets of questions that have the same command term, such as Write, Order, Match, Draw, Calculate,… to ensure pupils understand what the command term is telling them to do.</li>
<li>Work on small sets of SATs questions that have the same response strategy, to give pupils plenty of practice with each:
<ul>
<li>Tick the statements (may be more than one)</li>
<li>Complete a grid/table/Venn diagram</li>
<li>Writing answer in a box (doing working out elsewhere, doesn’t have to be fitted into the box)</li>
<li>Matching answers with straight lines</li>
<li>Circle the answer</li>
</ul>
</li>
</ul>
<ul>
<li>Some questions have ‘Show your method’ boxes with a squared paper background.<img loading="lazy" decoding="async" class="wp-image-8686 alignnone" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/Blog-Image-6-3.png" alt="Question-Example" width="412" height="369" /> 
‘Show your method’ means showing someone else how you worked out the answer. Pupils can swap their answers to this type of question. Can they follow another pupil’s working? What would make it easier to follow?</li>
<li>Ensure pupils follow any instructions given in the question, for example ‘Use a ruler’ or ‘Write one symbol in each box’.</li>
<li>Practice answering ‘Explain how you know…’ questions. Use ‘think, pair, share’ with a partner to work out an explanation orally, then write it down (including calculations where appropriate). You could prompt them by giving a sentence starter for their answer.</li>
</ul>
 Familiarising with SATs papers
Start with small groups of carefully selected questions, gradually building up to longer sets, and then a practice paper.
<ul>
<li>Start with, say, 5 questions, picked from across a SATs paper (eg questions 2, 6, 14, 19, 22), making sure you start with an ‘easy’ question. Remind pupils to leave any ‘tricky’ questions and come back to it later. Hold a poll on which questions are easier/harder – this will probably show that different people find different questions easy or difficult, so there is no ‘right’ order to tackle them.</li>
<li>Gradually increase the number of questions in a practice set.</li>
<li>When you first set a whole SATs paper, rather than telling pupils they have to do it all in one go, set a ‘Practice paper challenge’. How many questions can you answer in this paper? Can you answer more in the next one? In this way pupils are competing against themselves, to better their own score, rather than with each other.</li>
</ul>
 
Katherine Pate is a mathematics education consultant and author.
The post <a href="https://freedomtoteach.collins.co.uk/practising-sats-style-questions/">Practising SATs-style questions</a> appeared first on <a href="https://freedomtoteach.collins.co.uk">Collins | Freedom to Teach</a>.
]]></content:encoded>
</item>
<item>
<title>Homework to prepare for the SATs: KS2 Maths</title>
<link>https://freedomtoteach.collins.co.uk/homework-ks2-maths-sats/</link>
<dc:creator><![CDATA[stefanlesik]]></dc:creator>
<pubDate>Thu, 23 Jan 2020 16:03:42 +0000</pubDate>
<category><![CDATA[Home Learning]]></category>
<category><![CDATA[Primary]]></category>
<category><![CDATA[Primary Maths]]></category>
<category><![CDATA[arithmetic]]></category>
<category><![CDATA[KS2]]></category>
<category><![CDATA[maths]]></category>
<category><![CDATA[primary]]></category>
<category><![CDATA[Reasoning]]></category>
<category><![CDATA[Revision]]></category>
<category><![CDATA[SATs]]></category>
<guid isPermaLink="false">https://freedomtoteach.collins.co.uk/2020/01/23/homework-ks2-maths-sats/</guid>
<description><![CDATA[To make sure pupils get the SATs practice they need, it makes sense to set homework that also involves parents/carers. … <a href="https://freedomtoteach.collins.co.uk/homework-ks2-maths-sats/">Continued</a>
The post <a href="https://freedomtoteach.collins.co.uk/homework-ks2-maths-sats/">Homework to prepare for the SATs: KS2 Maths</a> appeared first on <a href="https://freedomtoteach.collins.co.uk">Collins | Freedom to Teach</a>.
]]></description>
<content:encoded><![CDATA[To make sure pupils get the SATs practice they need, it makes sense to set homework that also involves parents/carers. Here are some things to consider.
Set short, focused activities, following on from work in school 
While children need practice in tackling a mixture of problems on different topics, as in the SATs tests, this is a separate issue to revision and developing fluency. When your aim is to practise particular skills or revise particular topics, sending a mix of problems home is likely to knock a child’s confidence and leave parents unsure how to help.
Parents can best support their child when they are clear what methods the child has been taught. If you send home some problems that children have completed in class, the child can explain their working to the parent. Explaining the solution helps to consolidate the child’s learning, as well as showing the parent the methods to use. Then provide problems that require a similar solution method or skills – for the child to work on with parental support.
Example 
Classwork and home learning work from the Perimeter and Area sections of <a href="https://collins.co.uk/products/9780008112769">Collins KS2 Maths SATs Study Book</a>, <a href="https://collins.co.uk/products/9780008175498">Year 6 Maths SATs Targeted Practice Workbook</a> and <a href="https://collins.co.uk/products/9780008112783">KS2 Maths SATs Practice Workbook</a>.
Classwork
<table style="width: 90%;">
<tbody>
<tr>
<th><a href="https://www.dropbox.com/s/jqrapu08u6zixdj/KS2_Maths_SB_PDF.pdf?dl=0"><img loading="lazy" decoding="async" class="alignleft wp-image-8663" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/KS2_Maths_SB_Thumbnail-1.png" alt="Study Book Area and Perimeter" width="255" height="362" /></a></th>
<th><a href="https://www.dropbox.com/s/jqrapu08u6zixdj/KS2_Maths_SB_PDF.pdf?dl=0"><img loading="lazy" decoding="async" class="alignleft wp-image-8664" style="font-weight: 400; text-align: start;" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/KS2_Maths_SB_Thumbnail2-1.png" alt="KS2 Maths Study Book Area and Perimeter page 2" width="247" height="345" /></a></th>
<th><a href="https://www.dropbox.com/s/tu8t5iyjokqc7as/Y6_TPW_PDF.pdf?dl=0"><img loading="lazy" decoding="async" class="alignleft wp-image-8665" style="font-weight: 400; text-align: start;" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/Y6_TPW_Thumbnail-2.png" alt="Year 6 Maths Targeted Practice Workbook Thumbnail" width="250" height="351" /></a></th>
</tr>
</tbody>
</table>
Homework 
Send home the child’s completed classwork, for the child to explain to their parents, plus extra problems on the same topic.
<table style="width: 40%;">
<tbody>
<tr>
<th><a href="https://www.dropbox.com/s/v5vo1pufjj9p1cj/KS2_WB_PDF.pdf?dl=0"><img loading="lazy" decoding="async" class="aligncenter wp-image-8667" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/KS2_WB_Thumbnail-1.png" alt="KS2 Practice Workbook" width="266" height="372" /></a></th>
</tr>
</tbody>
</table>
Tell children what the homework is for 
Children are more likely to complete homework if they know what the purpose of it is. ‘To help with your SATs’ is a bit vague – be more specific, e.g. ‘This homework is to practise solving problems involving area and perimeter’.
 
Use homework in the next lesson 
A common complaint from parents is that they make the child do the homework, often against some opposition, but after the homework is handed in, they hear nothing more about it.
Sharing solutions to the homework in the next lesson:
<ul>
<li>Shows children that their work is important and valued</li>
<li>Allows you to assess who is confident and who needs more help</li>
</ul>
 
Set a variety of homework tasks 
Homework does not just have to be answering written questions. For variety, set tasks that involve mathematics in everyday life, such as:
<ul>
<li>Estimating the total cost of 5 items when you go shopping, or from a website.</li>
<li>Find four different types of quadrilateral in your surroundings, or three different types of angle.</li>
<li>Interpret a bar chart or pie chart shown in a newspaper.</li>
<li>While cooking, convert measures from grams to kilograms; scale up a recipe for more people.</li>
<li>While filling the car with petrol: 1 litre of petrol costs £1.28, what will 10 litres cost?</li>
<li>Estimate the area and perimeter of your sitting room.</li>
</ul>
You can also suggest strategies for developing fluency in multiplication tables and mental maths skills, such as games and quizzes.
 
Give parents guidance on how to help their child 
You could send a letter home, or have a parents’ evening session, to explain how you will be setting homework to help with SATs preparation, and how parents can help with that. You might like to include:
<ul>
<li>How homework relates to what the children are learning in school</li>
<li>How parents can feed back to you on areas where their child is doing well, or needs more help</li>
<li>The types of task – e.g. not all written</li>
<li>How much time to spend – short bursts of around 10 minutes</li>
<li>Ways of bringing mathematics into everyday life</li>
<li>Fostering a positive attitude to mathematics and problem solving – leading by example</li>
<li>Praising the child for how hard they have worked or tried, rather than their ‘score’.</li>
<li>Using the word ‘yet’, to imply that you will succeed eventually. Eg. ‘you have tried really hard, but you haven’t learned all your 7 times table yet’.</li>
</ul>
Katherine Pate is a Mathematics education consultant and author.
The post <a href="https://freedomtoteach.collins.co.uk/homework-ks2-maths-sats/">Homework to prepare for the SATs: KS2 Maths</a> appeared first on <a href="https://freedomtoteach.collins.co.uk">Collins | Freedom to Teach</a>.
]]></content:encoded>
</item>
<item>
<title>The Multiplication Tables Check – what do you need to know?</title>
<link>https://freedomtoteach.collins.co.uk/need-to-know-multiplication-tables-check/</link>
<dc:creator><![CDATA[stefanlesik]]></dc:creator>
<pubDate>Thu, 11 Apr 2019 09:29:40 +0000</pubDate>
<category><![CDATA[Primary]]></category>
<category><![CDATA[Primary Maths]]></category>
<category><![CDATA[Uncategorized]]></category>
<category><![CDATA[Assessment]]></category>
<category><![CDATA[maths]]></category>
<category><![CDATA[MTC]]></category>
<category><![CDATA[multiplication]]></category>
<category><![CDATA[Multiplication Tables Check]]></category>
<category><![CDATA[primary]]></category>
<category><![CDATA[test]]></category>
<category><![CDATA[times tables]]></category>
<category><![CDATA[Year 3]]></category>
<category><![CDATA[Year 4]]></category>
<guid isPermaLink="false">https://freedomtoteach.collins.co.uk/2019/04/11/need-to-know-multiplication-tables-check/</guid>
<description><![CDATA[The introduction of the Year 4 Multiplication Tables Check (MTC) means schools and teachers are looking for new ways to … <a href="https://freedomtoteach.collins.co.uk/need-to-know-multiplication-tables-check/">Continued</a>
The post <a href="https://freedomtoteach.collins.co.uk/need-to-know-multiplication-tables-check/">The Multiplication Tables Check – what do you need to know?</a> appeared first on <a href="https://freedomtoteach.collins.co.uk">Collins | Freedom to Teach</a>.
]]></description>
<content:encoded><![CDATA[
<figure class="wp-block-image"><img decoding="async" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/2019/04/shutterstock_227361253-1024x683.jpg" alt="" class="wp-image-8407" /></figure>
The introduction of the Year 4 Multiplication Tables Check (MTC) means schools and teachers are looking for new ways to develop speed and recall of multiplication facts up to 12 x 12. 
<h4 class="wp-block-heading">What is expected of pupils?</h4>
The incoming MTC is set to be administered online in timed conditions where pupils are given 6 seconds to calculate and type an answer. The test time, which is under 4 minutes, includes a 3 second gap between questions. 
The national check has brought about a need for current Year 2 and Year 3 teachers to focus their input on multiplication and division facts in preparation for the first cohort of testing next summer (2020). The National Curriculum expectations are that by the end of Year 4, all pupils should be able to recall all multiplication facts up to 12 x 12, yet many Year 5 and 6 pupils are still challenged by this objective. Multiplication tables are pivotal in all areas of the mathematics curriculum and support speed and efficiency in number and calculation. Oftentimes, pupils appear to have conceptual difficulty with formal written methods when in fact the problem lies with the multiplication and division facts. With increased speed and fluency pupils will be able to apply this knowledge to all other areas of the mathematics curriculum, resulting in more efficient calculations.
<h4 class="wp-block-heading">What does this mean for teachers?</h4>
The MTC will encourage teachers to focus more on the importance of the times tables in their classroom teaching. Many pupils are able to recall facts with ease (2 x 8 = 16), yet when faced with a missing number or variation problem such as:  __  x 8 = 16 or 0.2 x 8 = 1.6 pupils are not always able to apply their table facts due to their lack of conceptual knowledge. Rather than learning by simple repetition and memorisation the current drive towards a mastery curriculum means more focus will be placed on pupils’ deep conceptual understanding of the multiplication and division facts. This involves understanding varying representations of multiplication facts, being able to represent and connect their structures and apply to a wide range of contexts.
This blog has been written by Sam Townsend, author of Times Tables Tests Up To 12 x 12 and Weekly Reasoning Tests for Year 6 / 2nd Level for P7/S1.
<hr class="wp-block-separator is-style-wide" />
<h4 class="wp-block-heading">Are you preparing for the Multiplication Tables Check? </h4>
<div class="wp-block-media-text alignwide has-media-on-the-right"><figure class="wp-block-media-text__media"><img decoding="async" src="http://s20211.p595.sites.pressdns.com/wp-content/uploads/2019/04/Untitled-design-18.png" alt="Multiplication resources" class="wp-image-8406" /></figure><div class="wp-block-media-text__content">
<div class="wp-block-button is-style-outline"><a class="wp-block-button__link has-text-color has-very-light-gray-color has-background has-vivid-cyan-blue-background-color" href="https://collins.co.uk/pages/multiplicationhub">Visit our Multiplication Hub</a></div>
</div></div>
<ul><li>Download the pack, <a href="https://www.dropbox.com/s/pr9u07bn599hwac/Times%20tables%20download.pdf?dl=0%20">10 Tips for Teaching Multiplication</a>, for free (and fabulous!) ideas and advice for the MTC</li><li>Challenge your pupils with our adjustable <a href="https://collins.co.uk/pages/primary-mathematics-times-tables-test-simulator">test simulator</a> – perfect for a quick lesson starter</li><li>Give multiplication the X factor with our <a href="https://collins.co.uk/collections/singing-times-tables">Singing Times Tables books</a></li><li>Make assessing progress easy with the <a href="https://collins.co.uk/products/9780008311568">Times Tables Tests Up to 12 x 12</a> assessment book, full of quick tests to photocopy, edit and download</li></ul>
The post <a href="https://freedomtoteach.collins.co.uk/need-to-know-multiplication-tables-check/">The Multiplication Tables Check – what do you need to know?</a> appeared first on <a href="https://freedomtoteach.collins.co.uk">Collins | Freedom to Teach</a>.
]]></content:encoded>
</item>
<item>
<title>Teaching for mastery: The pros and cons</title>
<link>https://freedomtoteach.collins.co.uk/teaching-for-mastery-the-pros-and-cons/</link>
<dc:creator><![CDATA[stefanlesik]]></dc:creator>
<pubDate>Mon, 18 Jun 2018 10:14:28 +0000</pubDate>
<category><![CDATA[Primary]]></category>
<category><![CDATA[Primary Maths]]></category>
<category><![CDATA[Collins]]></category>
<category><![CDATA[Collins Learning]]></category>
<category><![CDATA[collins primary]]></category>
<category><![CDATA[Education]]></category>
<category><![CDATA[mastery]]></category>
<category><![CDATA[mathematics]]></category>
<category><![CDATA[maths]]></category>
<category><![CDATA[primary]]></category>
<category><![CDATA[primary maths]]></category>
<category><![CDATA[teaching for mastery]]></category>
<guid isPermaLink="false">https://freedomtoteach.collins.co.uk/2018/06/18/teaching-for-mastery-the-pros-and-cons/</guid>
<description><![CDATA[Written by Jo Lees Jo has taught and led mathematics in primary and secondary settings. She is a former member … <a href="https://freedomtoteach.collins.co.uk/teaching-for-mastery-the-pros-and-cons/">Continued</a>
The post <a href="https://freedomtoteach.collins.co.uk/teaching-for-mastery-the-pros-and-cons/">Teaching for mastery: The pros and cons</a> appeared first on <a href="https://freedomtoteach.collins.co.uk">Collins | Freedom to Teach</a>.
]]></description>
<content:encoded><![CDATA[Written by Jo Lees 
Jo has taught and led mathematics in primary and secondary settings. She is a former member of ACME and is on the MA committee for CPD. In her current post, apart from co-authoring The Shanghai Maths Project for Collins, Jo leads a large local authority maths advisory team, working with teachers and learners from EYFS to KS5. 
The ‘new’ primary curriculum for mathematics in England has now had a few years to become embedded in practice. In this blog, I consider some of the pros and cons of teaching for mastery in mathematics and look at some of the practical ways schools can tackle them.
What are the benefits of teaching for mastery in maths?
Enquiry-based learning and the CPA approach 
There is no doubt that some of the approaches developed in response to the 2014 national curriculum requirements are having a positive impact in class. Teachers report that enquiry-based learning, based around the concrete-pictorial-abstract (CPA) approach is supporting a change in mindset and the development of a deeper understanding into the fundamental structures of mathematics.<img loading="lazy" decoding="async" class="alignright wp-image-8157 size-medium" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/shutterstock_326638595-1-scaled.jpg" alt="Girl happy doing her maths work" width="300" height="204" />
Mastery is achievable for ALL pupils 
Lessons are becoming more challenging as pupils begin to explore areas of mathematics in greater depth, spending more time on fewer concepts. The belief that success and access for all is possible, not just desirable, has been consolidated through the use of CPA and a multi-representational approach. Looking at one area of mathematics in lots of different ways has opened the door for those learners who previously struggled with repetitive, procedural algorithms as the only way to calculate and problem solve. Teachers have long recognised that a wide range of learning preferences exist in their classrooms, they are now seeing those preferences and needs being well met through the ‘teaching for mastery’ approach.
Variation Theory 
For many learners, abstract drill and practice does not have meaning. The multi-representational approach has enabled them to make sense of their mathematics. In addition to this, the use of variation, where a short sequence of carefully crafted, linked examples are offered, has meant that teachers and learners together are making rich connections across different areas of mathematics.
What are the barriers to success when teaching for mastery in maths? 
Curriculum pressures 
If considered as a group of objectives to be covered, grouped into domains, the curriculum often appears to be overloaded and teachers can feel over-whelmed at the planning stage. Teachers feel time-pressured and unable to spend as long as they would like to on some areas.
Ensuring all pupils’ needs are being met<img loading="lazy" decoding="async" class="alignright wp-image-8158 size-medium" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/shutterstock_667196239-1-300x200.jpg" alt="Girl frustrated with her maths work" width="300" height="200" /> 
In addition to this, the need to provide challenge and support for all learners in a mixed attainment classroom, paying attention to those pupils with SEND and those who require a challenge at greater depth, can feel like a step too far!
Time and money 
Schools often feel that investing in mastery materials or a scheme can be too expensive, lack of money and time are often the main barriers to successful implementation of different pedagogies and approaches.
Out of teacher’s comfort zone 
Teachers also tell us that they would like more support on those strategies that have been linked in recent years to teaching for mastery, predominantly variation and the use of the bar model.
 
How the<a href="https://collins.co.uk/pages/primary-mathematics-the-shanghai-maths-project"> Shanghai Maths Project</a> supports a mastery approach to teaching maths: 
As part of The Shanghai Maths Project author team, I have aimed to help address some of the challenges of teaching for mastery.
The materials offered in the Shanghai Maths Project are specifically designed to build on understanding and representations, making conceptual links throughout. This consistency of approach across the programme ensures that pupils and teachers can build on what they already know to explore and create new learning.<a href="https://collins.co.uk/pages/primary-mathematics-the-shanghai-maths-project"><img loading="lazy" decoding="async" class="alignright wp-image-8159 size-medium" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/SMP-year-1-1-300x236.png" alt="The Shanghai Maths Project " width="300" height="236" /></a>
The Teacher’s Guides provide a clear and concise set of ideas for lessons, with all activities linking directly to the pupil materials and to the fundamental objectives to be explored. The Teacher’s Guides also clearly explain how to provide further support for some and a deeper challenge for others; closely connected to the whole-class activities to ensure a fully inclusive setting for all learners.
The Shanghai Maths project offers an affordable teaching-for-mastery scheme. The lessons offered in the Teacher’s Guides use readily available resources meaning there is no need for the teacher to spend hours preparing them. The lessons also draw on materials that are often already in class such as number cards, number-lines, arrow cards and base 10 material.
The Shanghai Maths Project integrates variation theory and the bar model into the programme so they are embedded in teaching and learning. Consistent approaches throughout the programme show teachers how variation supports the journey to mastery at every level and enables learners to make that journey, using models and images that make sense to them.
Final thoughts 
Teaching for mastery in mathematics is a recognition that all learners can succeed. The move away from setting and putting ceilings on outcomes, where prior attainment defines your mathematical experience from 5-16, is one of the most positive things our profession has achieved in recent years. It isn’t easy, teaching never is, but as we develop our practice and fully utilise a multi-representational approach that looks across the domains and makes rich connections within a lesson, our learners will reap the rewards. As teachers we want learners to leave education with a deep understanding of the fundamentals of mathematics and secure foundations upon which to build in later life. It is my belief that teaching for mastery provides such a foundation and it is definitely worth the struggle.
 
The post <a href="https://freedomtoteach.collins.co.uk/teaching-for-mastery-the-pros-and-cons/">Teaching for mastery: The pros and cons</a> appeared first on <a href="https://freedomtoteach.collins.co.uk">Collins | Freedom to Teach</a>.
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<title>Questioning for Mathematical Reasoning</title>
<link>https://freedomtoteach.collins.co.uk/questioning-for-mathematical-reasoning/</link>
<dc:creator><![CDATA[stefanlesik]]></dc:creator>
<pubDate>Thu, 22 Jun 2017 13:31:25 +0000</pubDate>
<category><![CDATA[Primary]]></category>
<category><![CDATA[Primary Maths]]></category>
<category><![CDATA[collins primary]]></category>
<category><![CDATA[mastery]]></category>
<category><![CDATA[mastery month]]></category>
<category><![CDATA[mathematical reasoning]]></category>
<category><![CDATA[maths]]></category>
<category><![CDATA[primary education]]></category>
<category><![CDATA[primary maths]]></category>
<category><![CDATA[problem solving]]></category>
<guid isPermaLink="false">https://freedomtoteach.collins.co.uk/2017/06/22/questioning-for-mathematical-reasoning/</guid>
<description><![CDATA[The 2014 National Curriculum for mathematics has three main aims- it seeks to enable pupils to develop fluency, problem solving … <a href="https://freedomtoteach.collins.co.uk/questioning-for-mathematical-reasoning/">Continued</a>
The post <a href="https://freedomtoteach.collins.co.uk/questioning-for-mathematical-reasoning/">Questioning for Mathematical Reasoning</a> appeared first on <a href="https://freedomtoteach.collins.co.uk">Collins | Freedom to Teach</a>.
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<content:encoded><![CDATA[The 2014 National Curriculum for mathematics has three main aims- it seeks to enable pupils to develop fluency, problem solving and reasoning in mathematics. I work in a relatively large local authority, supporting teachers of mathematics to improve outcomes for pupils, amongst other things. Following the 2016 end of Key Stage 2 tests, there was much discussion around the disparity of outcomes for many pupils. Whilst some pupils were relatively successful with the arithmetic paper, they did not do so well with the two parallel reasoning papers. In this blog, I offer some thoughts on how we might enhance the teaching and learning of reasoning and problem solving through insightful questioning. The ideas are not exclusively my own, but rather a collection of sources that grew my thinking over time.
<img loading="lazy" decoding="async" class="size-medium wp-image-7893 alignleft" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/shutterstock_231989959-1-scaled.jpg" alt="" width="300" height="200" />It seemed that when pupils were being asked to reason, they were often ‘put on the spot’ with questions such as ‘why?’, ‘can you explain what you have done?’ and ‘can you write a sentence down to show me how you did this?’. All very valid questions, but rather brutal in some ways. For the pupil, questions such as these are almost impossible to answer without good quality discussions to develop language and model thinking. Often, limited time is given for pupils to truly make sense of the mathematics. For the teacher, the need to provide written evidence of pupils’ reasoning can be very frustrating for a variety of reasons.
I offer five key questions that have been developed over time with groups of teachers in the context of my work in schools. They are not intended to be sold as original or as a script, but rather a starting point to encourage mathematical discourse in the classroom. They are:
<ul>
<li>What is the same and what is different?</li>
<li>Can you give me an example of… and another…. and another?</li>
<li>Which is harder and which is easier?</li>
<li>What if I change…?</li>
<li>If I know this, then what else do I know?</li>
</ul>
Looking at Bloom’s hierarchy with these questions in mind, you may well see opportunities for all levels of thinking skills to be developed with this set of questions.
Teacher colleagues have been very creative with the five key questions. Some have put them at the top of lesson planners so that they focus on using them during teaching and some have shared them with pupils in the front of books, on prompt cards and on working walls. Colleagues have used them during formative verbal and written feedback and with small group problem solving activities. In addition to this, they are useful when engaging in assessment activities or diagnostic assessment tasks with individual pupils since asking the right question at the right time can bring out misconceptions very effectively.
There are many lists of questions available, and many questions you could add to my five, but the idea here was to keep it simple and visible during <img loading="lazy" decoding="async" class="size-medium wp-image-7895 alignright" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/shutterstock_503425954-1-scaled.jpg" alt="" width="300" height="200" />teaching and learning sessions. In this way, colleagues hoped to embed questioning into practice, not only with teachers, but also with pupils. When a child asks the question ‘What if I change that 8 to a 7? I wonder what will stay the same and what will be different?, we know that we are beginning to nurture the mathematical curiosity needed to enable reasoning and problem solving in the classroom and , more importantly, we are beginning to enable our pupils to make sense of the mathematics in greater depth.
My ideas came originally from a great book called ‘Thinkers’ by Bills, Bills, Watson and Mason. Since then, I have dipped into Nrich (a super article by Jennie Pennant on Reasoning) and the NCETM vast range of resources. For those who know and love these questions, my apologies if I have not given appropriate credit where it is due. The desire is to improve mathematics teaching and learning for all and I hope this blog is taken in that spirit.
I include a template for copying onto A4, in order to make double sided A5 cards, for example. Enjoy.
Jo Lees, April 2017
<img loading="lazy" decoding="async" class="aligncenter size-full wp-image-7894" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/five-key-questions-1.png" alt="" width="610" height="660" />
To find out more about mastery and to discover whole-class resources that will assist you in teaching with a mastery approach, visit our maths mastery website: <a href="http://www.collins.co.uk/MathsMastery">www.collins.co.uk/MathsMastery</a>
The post <a href="https://freedomtoteach.collins.co.uk/questioning-for-mathematical-reasoning/">Questioning for Mathematical Reasoning</a> appeared first on <a href="https://freedomtoteach.collins.co.uk">Collins | Freedom to Teach</a>.
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<title>Explaining a mastery approach to parents/carers</title>
<link>https://freedomtoteach.collins.co.uk/explaining-a-mastery-approach-to-parents/</link>
<dc:creator><![CDATA[stefanlesik]]></dc:creator>
<pubDate>Mon, 12 Jun 2017 09:32:56 +0000</pubDate>
<category><![CDATA[Primary]]></category>
<category><![CDATA[Primary Maths]]></category>
<category><![CDATA[collins primary]]></category>
<category><![CDATA[mathematics]]></category>
<category><![CDATA[maths]]></category>
<category><![CDATA[primary maths]]></category>
<category><![CDATA[teaching for mastery]]></category>
<guid isPermaLink="false">https://freedomtoteach.collins.co.uk/2017/06/12/explaining-a-mastery-approach-to-parents/</guid>
<description><![CDATA[Every new generation of parents must scratch their heads when their children show them their maths homework, with methods of … <a href="https://freedomtoteach.collins.co.uk/explaining-a-mastery-approach-to-parents/">Continued</a>
The post <a href="https://freedomtoteach.collins.co.uk/explaining-a-mastery-approach-to-parents/">Explaining a mastery approach to parents/carers</a> appeared first on <a href="https://freedomtoteach.collins.co.uk">Collins | Freedom to Teach</a>.
]]></description>
<content:encoded><![CDATA[<img loading="lazy" decoding="async" class=" wp-image-7890 alignright" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/shutterstock_174334262-1-300x207.jpg" alt="" width="329" height="227" />Every new generation of parents must scratch their heads when their children show them their maths homework, with methods of teaching and learning mathematics going through more changes than any other subject. Over the past fifty years there has been rote learning, then ‘new maths’, discovery learning, set theory and even computer-based individual learning programmes before everyone moved on to a 3-part lesson with chunking and grid methods. Now we have a mastery approach with an attempt to chase the success of Singapore and Shanghai.
However, have the methods and approaches used in the classroom altered that much over time? Effective teaching still involves good questioning, appropriate use of models, an understanding of progression in the curriculum and a knowledge of the connections and structures within mathematics. Perhaps there are small changes to techniques and procedures, but Skemp’s ideas (1977)[1] are still valid – we teach maths with two kinds of learning in mind:
<ol>
<li> Instrumental understanding: rote learning of rules, methods or algorithms</li>
<li> Relational understanding: deep learning, with child able to understand the links, relationships and mathematical structures.</li>
</ol>
A mastery approach, with an emphasis on fluency of essential skills and the whole class having a deep understanding of a concept before moving on to the next small step, fits in to this nicely.
Parents need to know what is different now though, so these are the key features of a mastery approach to share with parents:
<ul>
<li>class working together on the same topic</li>
</ul>
We have had a strong emphasis on every child making progress in every lesson and this was achieved through differentiation with different groups working at different levels. Now the emphasis is on keeping the class together until specific concepts or skills are mastered and then moving on together. Parents need to know that this does not mean that some children will be left behind or others not challenged. Differentiation is now achieved through intervention and deeper understanding, as explained below.
<ul>
<li> speedy teacher intervention to prevent gaps</li>
</ul>
Those children that have not met the expected outcomes or have gaps in their understanding, will be helped by receiving short, immediate extra time on maths later in the day. Parents need to know that this is a positive opportunity to consolidate their understanding and short practice activities at home could certainly be part of this to follow intervention.
<ul>
<li> challenge provided by going deeper not accelerating </li>
</ul>
For those children that have mastered the skill, concept or procedure they will be presented with higher order thinking activities, rather than accelerating through the curriculum. Some parents may find this difficult to understand so show them some problems and challenges that will highlight the mathematical thinking involved – better still give them some tasks to try.
<ul>
<li> focused, rigorous and thorough teaching</li>
</ul>
Within mastery the idea is to focus on one small step at a time in a lesson, with an emphasis on the mathematical structures involved and the best way to represent these through models and images. Encourage parents to ask their child to explain and show methods or strategies rather than trying to help their child by demonstrating their own method that they learnt at school. Each small step is important as it builds towards deep understanding of a concept so parents providing alternative ‘tricks’ or techniques is likely to just confuse the learning.
<ul>
<li> more time on teaching topics – depth and practice</li>
</ul>
The same topic is likely to have the same focus until the class has mastered the concept, skill or procedure being taught. This is particularly the case for number and calculations. Parents will need to know that, although the focus areas are being taught over a longer time, there are smaller steps of progress and the extra time is for practice and depth, making the learning effective.
The best way to give parents an understanding of a mastery approach is for them to see it in action or to be given a sample lesson or set of activities themselves. Show them the types of questions being asked, the language, models and images used and the way children approach problem-solving through reasoning and mathematical thinking. Hopefully this will give parents a good idea of the depth of understanding that is now expected of their children.
<hr />
[1] Skemp, R.R (1977) Relational Understanding and Instrumental Understanding, Mathematics Teaching, 77: 20-6
 
Paul Broadbent MA B.Ed
Paul Broadbent is a full-time writer and maths consultant with 30 years experience in primary education. He is a best-selling author with over 450 maths books to his name, with recent texts published in the Middle East, Africa and the UK. Paul also has a worldwide reputation for inspiring teachers through his courses and workshops on primary teaching and the learning of mathematics. His MA in Education researched the nature of the deep subject knowledge that primary teachers need when teaching mathematics.
 
To find out more about mastery and to discover whole-class resources that will assist you in teaching with a mastery approach, visit our maths mastery website: <a href="http://www.collins.co.uk/MathsMastery">www.collins.co.uk/MathsMastery</a>
And why not read our blog post ‘What is Mastery?’ written by Laura Clarke: 
<a href="http://s20211.p595.sites.pressdns.com/teaching-mastery-primary-maths/">http://s20211.p595.sites.pressdns.com/teaching-mastery-primary-maths/</a>
 
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<title>What is Teaching for Mastery?</title>
<link>https://freedomtoteach.collins.co.uk/teaching-mastery-primary-maths/</link>
<dc:creator><![CDATA[stefanlesik]]></dc:creator>
<pubDate>Wed, 31 May 2017 10:31:55 +0000</pubDate>
<category><![CDATA[Primary]]></category>
<category><![CDATA[Primary Maths]]></category>
<category><![CDATA[collins primary]]></category>
<category><![CDATA[Education]]></category>
<category><![CDATA[mastery]]></category>
<category><![CDATA[primary maths]]></category>
<category><![CDATA[teaching for mastery]]></category>
<guid isPermaLink="false">https://freedomtoteach.collins.co.uk/2017/05/31/teaching-mastery-primary-maths/</guid>
<description><![CDATA[Mastery is not a new idea, but perhaps it seems like a new word that has been used for something … <a href="https://freedomtoteach.collins.co.uk/teaching-mastery-primary-maths/">Continued</a>
The post <a href="https://freedomtoteach.collins.co.uk/teaching-mastery-primary-maths/">What is Teaching for Mastery?</a> appeared first on <a href="https://freedomtoteach.collins.co.uk">Collins | Freedom to Teach</a>.
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<content:encoded><![CDATA[<img loading="lazy" decoding="async" class="aligncenter wp-image-7863" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/shutterstock_534852604-1-1-scaled.jpg" alt="" width="469" height="312" />
Mastery is not a new idea, but perhaps it seems like a new word that has been used for something we have always wanted for children – for them to understand conceptually and procedurally the mathematics they are learning.
For this to happen, a number of things need to be in place.
Firstly in order to achieve something, we must know what that thing is. Mastery has been defined as deep understanding, but what does that entail? The aim is that pupils will master the mathematics appropriate for their age. So it is something for all pupils to aspire to, not just higher attaining ones. Mastery of mathematics includes developing pupils’ conceptual understanding (how ideas relate to each other and how they are reflected in procedures); fluency with procedures and selecting the most appropriate ones, as well as being able to recall number facts, be able to reason mathematically and develop fluency in using appropriate mathematical terms.
Secondly, teaching for mastery requires teachers, support staff, parents and pupils to be confident that all pupils have the potential to master mathematics at age related expectations. Believing that all pupils can master mathematics is not enough though; mathematics has to be taught in such a way to make it possible.
Thirdly, for pupils to master mathematics, teachers must have a deep understanding of the mathematics for themselves. They need to be able to identify the concepts that underpin what they are studying. It is also recognising how they relate to other concepts the pupils are familiar with and helping them to make those connections. Linked to this is fluency with mathematical terms, so that concepts are explained correctly and appropriately.
Fourthly, teaching for mastery employs very careful pedagogical choices. Underpinning it is Bruner’s C-P-A approach (as I said, nothing new!) What may be slightly different is adopting a C-P-A approach for all children, in each lesson across the key stages. Beginning with pupils interacting with physical resources helps them to develop conceptual understanding as well as making the mathematical terms meaningful as they are related to first hand experiences with the concept. Varying the representations to highlight different aspects of the concept and deepen understanding is known as conceptual variation. Lessons then follow a structured step-by-step approach in which the tasks set and questions asked to allow rehearsal of a procedure and the opportunity to explain it before adding complexity. Carefully varying the complexity of the problems to enable pupils to consolidate and extend their fluency with a procedure is known as conceptual variation.
Finally, teachers and pupils need to know whether or not they have mastered the mathematics they are learning. Using conceptual and procedural variation, providing all pupils with the opportunity to learn through concrete and pictorial experiences and then enabling them to communicate through written symbols and using correct mathematical terms helps pupils to demonstrate what they know and understand and for teachers to assess it and identify potential misconceptions and next steps in their learning.
Laura Clarke, 
Primary educator for 25 years, Local Authority Advisor and Senior Lecturer.
To find out more about mastery and to discover whole-class resources that will assist you in teaching with a mastery approach, visit our maths mastery website: <a href="http://www.collins.co.uk/MathsMastery">www.collins.co.uk/MathsMastery</a>
The post <a href="https://freedomtoteach.collins.co.uk/teaching-mastery-primary-maths/">What is Teaching for Mastery?</a> appeared first on <a href="https://freedomtoteach.collins.co.uk">Collins | Freedom to Teach</a>.
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<title>‘@CollinsPrimary host ‘A Mastery in Maths’ special Twitter chat with Primary Rocks</title>
<link>https://freedomtoteach.collins.co.uk/collinsprimary-host-mastery-maths-special-twitter-chat-primary-rocks/</link>
<dc:creator><![CDATA[stefanlesik]]></dc:creator>
<pubDate>Tue, 02 May 2017 14:30:03 +0000</pubDate>
<category><![CDATA[Primary]]></category>
<category><![CDATA[Primary Maths]]></category>
<category><![CDATA[collins primary]]></category>
<category><![CDATA[mastery]]></category>
<category><![CDATA[maths]]></category>
<category><![CDATA[primary maths]]></category>
<guid isPermaLink="false">https://freedomtoteach.collins.co.uk/2017/05/02/collinsprimary-host-mastery-maths-special-twitter-chat-primary-rocks/</guid>
<description><![CDATA[On Monday 24th April 2017 at 8pm we co-hosted a Twitter edchat with Primary Rocks and @grahamandre. The discussion topic was … <a href="https://freedomtoteach.collins.co.uk/collinsprimary-host-mastery-maths-special-twitter-chat-primary-rocks/">Continued</a>
The post <a href="https://freedomtoteach.collins.co.uk/collinsprimary-host-mastery-maths-special-twitter-chat-primary-rocks/">‘@CollinsPrimary host ‘A Mastery in Maths’ special Twitter chat with Primary Rocks</a> appeared first on <a href="https://freedomtoteach.collins.co.uk">Collins | Freedom to Teach</a>.
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<content:encoded><![CDATA[On Monday 24th April 2017 at 8pm we co-hosted a Twitter edchat with Primary Rocks and @grahamandre. The discussion topic was teaching for mastery in Primary maths and these were the questions:
<img loading="lazy" decoding="async" class="aligncenter wp-image-7789 size-large" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/PR-maths-questions-1-1024x724.jpg" alt="" width="810" height="573" />
We had a fantastic response rate and loved hearing directly from teachers about their experiences and opinions on the mastery approach to teaching. In case you missed it, here are some highlights!
Before the chat kicked off, Primary Rocks asked teachers to introduce themselves and tell everyone what their favourite number is and why. There were some fun responses:
<img loading="lazy" decoding="async" class="aligncenter size-full wp-image-7791" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/2-11.png" alt="" width="549" height="150" /> <img loading="lazy" decoding="async" class="aligncenter size-full wp-image-7792" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/3-9.png" alt="" width="562" height="124" />
<img loading="lazy" decoding="async" class="size-full wp-image-7790 aligncenter" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/1-7.png" alt="" width="559" height="100" />
Question 1 shortly followed this, we asked: What has been the biggest impact of changing to a mastery approach for teaching primary maths? The responses were fantadtic, here are a few of the best ones:
<img loading="lazy" decoding="async" class="aligncenter size-full wp-image-7793" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/4-6.png" alt="" width="600" height="132" /> <img loading="lazy" decoding="async" class="aligncenter size-full wp-image-7794" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/5-5.png" alt="" width="583" height="105" /> <img loading="lazy" decoding="async" class="aligncenter size-full wp-image-7795" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/6-3.png" alt="" width="592" height="124" /> <img loading="lazy" decoding="async" class="aligncenter size-full wp-image-7796" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/7-3.png" alt="" width="590" height="132" /> <img loading="lazy" decoding="async" class="aligncenter size-full wp-image-7797" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/8-3.png" alt="" width="594" height="109" /> <img loading="lazy" decoding="async" class="aligncenter size-full wp-image-7798" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/9-3.png" alt="" width="583" height="121" />
Next came question 2: What areas did you/your school need most support with when moving to a mastery approach? Do you have any resources that may help others? The responses were as follows:
<img loading="lazy" decoding="async" class="aligncenter size-full wp-image-7799" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/10-3.png" alt="" width="588" height="129" /> <img loading="lazy" decoding="async" class="aligncenter size-full wp-image-7800" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/11-1.png" alt="" width="584" height="129" /> <img loading="lazy" decoding="async" class="aligncenter size-full wp-image-7801" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/12-1.png" alt="" width="581" height="216" /> <img loading="lazy" decoding="async" class="aligncenter size-full wp-image-7802" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/13-1.png" alt="" width="588" height="127" /> <img loading="lazy" decoding="async" class="aligncenter size-full wp-image-7803" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/14-1.png" alt="" width="587" height="110" /> <img loading="lazy" decoding="async" class="aligncenter size-full wp-image-7804" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/15-1.png" alt="" width="581" height="104" /> <img loading="lazy" decoding="async" class="aligncenter size-full wp-image-7805" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/16-1.png" alt="" width="566" height="109" /> <img loading="lazy" decoding="async" class="aligncenter size-full wp-image-7806" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/17-1.png" alt="" width="592" height="104" /> <img loading="lazy" decoding="async" class="aligncenter size-full wp-image-7807" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/18-1.png" alt="" width="584" height="543" />
We then asked teachers that have adopted a mastery approach to teaching primary maths to explain how they are ensuring that their gifted and talented children are continuing to be stretched:
<img loading="lazy" decoding="async" class="aligncenter size-full wp-image-7808" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/19-1.png" alt="" width="582" height="108" /> <img loading="lazy" decoding="async" class="aligncenter size-full wp-image-7809" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/20-1.png" alt="" width="580" height="103" /> <img loading="lazy" decoding="async" class="aligncenter size-full wp-image-7810" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/21-5.png" alt="" width="595" height="101" /> <img loading="lazy" decoding="async" class="aligncenter size-full wp-image-7811" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/22-1.png" alt="" width="591" height="127" /> <img loading="lazy" decoding="async" class="aligncenter size-full wp-image-7812" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/23-1.png" alt="" width="578" height="119" /> <img loading="lazy" decoding="async" class="aligncenter size-full wp-image-7813" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/24-1.png" alt="" width="587" height="100" /> <img loading="lazy" decoding="async" class="aligncenter size-full wp-image-7814" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/25-1.png" alt="" width="593" height="104" /> <img loading="lazy" decoding="async" class="aligncenter size-full wp-image-7815" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/26-1.png" alt="" width="588" height="102" /> <img loading="lazy" decoding="async" class="aligncenter size-full wp-image-7816" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/27-1.png" alt="" width="604" height="408" />
The White Rose Maths Hub was mentioned various times as a fantastic resource!
Finally, with the SATs around the corner, we asked the teachers to share their tips for preparing their children for the SATs, here are a few of the suggestions:
<img loading="lazy" decoding="async" class="aligncenter size-full wp-image-7817" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/28-1.png" alt="" width="581" height="108" /> <img loading="lazy" decoding="async" class="aligncenter size-full wp-image-7818" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/29-1.png" alt="" width="585" height="116" /> <img loading="lazy" decoding="async" class="aligncenter size-full wp-image-7819" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/30-1.png" alt="" width="578" height="124" />
Thank you to everyone who took part and a huge thank you to our co-hosts Primary Rocks and @grahamandre! We hope this post has helped you if you are thinking of adopting a mastery approach in your school. To read the full chat search #PrimaryRocks on Twitter.
Look out for our future chats!
The post <a href="https://freedomtoteach.collins.co.uk/collinsprimary-host-mastery-maths-special-twitter-chat-primary-rocks/">‘@CollinsPrimary host ‘A Mastery in Maths’ special Twitter chat with Primary Rocks</a> appeared first on <a href="https://freedomtoteach.collins.co.uk">Collins | Freedom to Teach</a>.
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</item>
<item>
<title>Cultivating Curiosity</title>
<link>https://freedomtoteach.collins.co.uk/cultivating-curiosity/</link>
<dc:creator><![CDATA[stefanlesik]]></dc:creator>
<pubDate>Wed, 01 Feb 2017 17:10:26 +0000</pubDate>
<category><![CDATA[International]]></category>
<category><![CDATA[Primary]]></category>
<category><![CDATA[Primary Maths]]></category>
<category><![CDATA[collins primary]]></category>
<category><![CDATA[curiosity]]></category>
<category><![CDATA[Education]]></category>
<category><![CDATA[mathematics]]></category>
<category><![CDATA[maths]]></category>
<category><![CDATA[primary]]></category>
<category><![CDATA[primary maths]]></category>
<guid isPermaLink="false">https://freedomtoteach.collins.co.uk/2017/02/01/cultivating-curiosity/</guid>
<description><![CDATA[At the end of last year I was asked to speak at The Educational Collaborative for International Schools (ECIS) Educators … <a href="https://freedomtoteach.collins.co.uk/cultivating-curiosity/">Continued</a>
The post <a href="https://freedomtoteach.collins.co.uk/cultivating-curiosity/">Cultivating Curiosity</a> appeared first on <a href="https://freedomtoteach.collins.co.uk">Collins | Freedom to Teach</a>.
]]></description>
<content:encoded><![CDATA[At the end of last year I was asked to speak at The Educational Collaborative for International Schools (ECIS) Educators Conference in Copenhagen. The theme of the conference was Cultivating Curiosity, not just from the viewpoint of inquiry as a catalyst for learning, but also in trying to understand how curiosity can be nurtured and grown in order to transform the lives of children.
<blockquote>“It is a miracle that curiosity survives formal education.” 
Albert Einstein</blockquote>
The focus of my presentation was on problem solving, investigating and using and applying mathematics in the primary curriculum. When mathematics is taught through problem solving, using contexts that are meaningful and relevant to pupils, their curiosity is sparked and they are more likely to be motivated.
Children are born with an innate curiosity. However all too often this natural inquisitiveness becomes stifled once they enter formal education. The hierarchical nature of mathematics, and the demands of the curriculum in particular, often mean that some pupils can quickly become disengaged from the subject.
<blockquote>“Education is not the learning of facts, but the training of the mind to think.” 
Albert Einstein</blockquote>
Mathematical problem solving involves constructing thoughts and actions in order to help move from looking at the problem towards finding a solution. A problem is something we do not instantly know the answer to, and often do not immediately know how to go about solving: a problem is only a problem when the solution isn’t self evident.
Putting pupils in thought-provoking situations where the means to a solution is not immediately apparent and giving them experience of that slightly uneasy feeling of being in the dark, is vital in helping to develop their problem solving, thinking and inquiring skills. It also helps to develop pupils’ understanding of mathematics as involving more than rote learning, often having more than one solution, and being about reasoning and experimenting, working systematically, generalizing, and proving and explaining.
<blockquote>“If I had an hour to solve a problem, I’d spend 55 minutes thinking about the problem and 5 minutes thinking about solutions.” 
Albert Einstein</blockquote>
When planning for mathematical problem solving, we need to consider offering pupils three different types of learning experiences. 
• Learning about problem solving: In order to solve problems, pupils need to be taught problem solving, reasoning and thinking skills, such as predicting, generalising, estimating and working logically and systematically. 
• Learning through problem solving: This involves a discovery approach to learning where pupils solve problems in order to learn, or develop further understanding of, a particular mathematical concept or skill. 
• Learning for problem solving: Pupils engage in challenges that require them to use and apply their mathematical knowledge and skills to solve real-life, everyday problems.
<blockquote>“I have no special talents. I am only passionately curious.” 
Albert Einstein</blockquote>
As teachers, we not only need to impart knowledge, which alone can have a very short-term effect on a child’s learning and development, but we must also develop in our pupils a sustainable appetite for learning.
Not all children are highly curious, and what might stimulate curiosity in some pupils might result in anxiety for others. It is our job to recognize these differences and manage the classroom or other learning environment to accommodate all pupils. With this in mind, the following strategies can stimulate the curiosity that leads to children becoming life-long learners. 
• Using curiosity as ‘a hook’ 
• Utilising curiosity-arousing resources 
• Modelling strategies, methods and behaviour 
• Allowing adequate thinking time 
• Providing pupils with choices 
• Making teaching and learning experiences relevant and meaningful 
• Promoting an atmosphere for questioning 
• Creating a nurturing environment that encourages intellectual risk-taking 
• Ensuring the right amount of stimulation: ‘zone of curiosity’ verses ‘zone of anxiety’ 
• Developing HOTS (Higher Order Thinking Skills) not providing MOTS (More Of The Same) 
• Encouraging discussion and communication 
• Fostering pupil exploration and discovery 
• Cultivating originality and independence 
• Nurturing perseverance and reflection
And finally, to paraphrase Pólya * 
Pupils need to engage in a wide range of open-ended and investigative challenges if they are to appreciate that mathematics can help them solve everyday problems. As teachers we need to integrate into the heart of our teaching the problem solving and thinking skills necessary to equip pupils to be autonomous problem solvers of the future. We must develop and refine pupils’ communicating, reasoning and problem solving skills, not just in mathematics but across all subjects of the curriculum, and ignite and nurture in our pupils a genuine interest, and curiosity, in the world around them.
To paraphrase Pólya: if a teacher focuses on pure mathematics, s/he stifles pupils’ interest and hampers their intellectual development. But if s/he challenges pupils’ curiosity by setting problems proportionate to their knowledge, and helps them solve these problems, s/he gives them a taste for, and some means of, independent thinking.
* George Polya, a Hungarian mathematician 
and author of ‘How to Solve It’ (1945), a small 
volume describing methods of problem solving.
Peter Clarke 
 Series Editor: Collins International Primary Maths
 
The post <a href="https://freedomtoteach.collins.co.uk/cultivating-curiosity/">Cultivating Curiosity</a> appeared first on <a href="https://freedomtoteach.collins.co.uk">Collins | Freedom to Teach</a>.
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</item>
<item>
<title>Teaching activities to celebrate Euro 2016</title>
<link>https://freedomtoteach.collins.co.uk/6977-2/</link>
<dc:creator><![CDATA[stefanlesik]]></dc:creator>
<pubDate>Fri, 10 Jun 2016 08:55:50 +0000</pubDate>
<category><![CDATA[Primary]]></category>
<category><![CDATA[Primary Literacy]]></category>
<category><![CDATA[Primary Maths]]></category>
<category><![CDATA[Primary PSHE]]></category>
<category><![CDATA[football]]></category>
<category><![CDATA[PE]]></category>
<category><![CDATA[physical education]]></category>
<category><![CDATA[speaking and listening]]></category>
<category><![CDATA[sport]]></category>
<category><![CDATA[sports day]]></category>
<category><![CDATA[world cup]]></category>
<guid isPermaLink="false">https://freedomtoteach.collins.co.uk/2016/06/10/6977-2/</guid>
<description><![CDATA[Fans of English football will recognise that this summer marks the 50th anniversary of England beating Germany in 1966 to win the World Cup. Fifty years on, England, with their array of footballing stars, will be seeking a Euro win after winning all of their qualifying matches. This series of activities will help your class get into the excitement of Euro 2016 whilst learning new skills and knowledge.
The post <a href="https://freedomtoteach.collins.co.uk/6977-2/">Teaching activities to celebrate Euro 2016</a> appeared first on <a href="https://freedomtoteach.collins.co.uk">Collins | Freedom to Teach</a>.
]]></description>
<content:encoded><![CDATA[Fans of English football will recognise that this summer marks the 50th anniversary of England beating Germany in 1966 to win the World Cup. Fifty years on, England, with their array of footballing stars, will be seeking a Euro win after winning all of their qualifying matches. This series of activities will help your class get into the excitement of Euro 2016 whilst learning new skills and knowledge.
<figure id="attachment_6979" aria-describedby="caption-attachment-6979" style="width: 300px" class="wp-caption aligncenter"><img loading="lazy" decoding="async" class="wp-image-6979 size-medium" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/shutterstock_403518871-1-300x199.jpg" alt="Euro 2016 starts on 10th June 2016. " width="300" height="199" /><figcaption id="caption-attachment-6979" class="wp-caption-text">The Euro Cup 2016 starts on 10th June 2016.</figcaption></figure>
 
<h4>Activity One – Match Commentary</h4>
<h4>Suitable for Years 3 to 6</h4>
Learning Objectives: 
<ul>
<li>To be able to write for different audiences</li>
<li>To be able to use the appropriate tone and style of voice for different situations</li>
<li>To be able to condense sentences whilst not losing their meaning</li>
</ul>
We often ask pupils to comment on what they see in pictures or read in books but it’s not often that we ask them to describe what is happening in ‘live action’. In this activity, the pupils will write and record a commentary for part of a football match.
Use a recorded clip of a football match at Euro 2016 – it needn’t be long – anything from one to five minutes. Before you play the clip to the pupils, watch it yourself and note who the teams and the players are who appear on the clip. Now let the pupils watch the whole clip to start with. After they are familiar with the action, break the clip down into smaller pieces; individual passes, shots, saves etc. and, after telling the pupils who the players and teams involved are, ask them to tell you a sentence that describes what is happening. Continue with the remaining parts of the clip until the whole clip has been written about.
Now replay the clip with you reading the sentences they’ve composed. How easy is it to say the sentences in the time the action takes place on the video? Sometimes it will fit, but in the majority of cases you’ll find that the sentence is too long.
With the sentences on the board, ask the pupils to shorten them to fit by concentrating on the key information. e.g.
“Vardy passes the ball to Rooney on his left” might become…
“It’s Vardy to Rooney” or even “Vardy to Rooney” or when the game really speeds up… “Vardy, Rooney”
Once the class are happy that the words fit, play the clip again with the program Sound Recorder operating to record the pupils’ commentary. With any free movie making software such as Microsoft Movie Maker, you should be able to link both together and make great sports videos.
<figure id="attachment_6980" aria-describedby="caption-attachment-6980" style="width: 300px" class="wp-caption aligncenter"><img loading="lazy" decoding="async" class="size-medium wp-image-6980" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/shutterstock_202418698-1-300x200.jpg" alt="Wayne Rooney" width="300" height="200" /><figcaption id="caption-attachment-6980" class="wp-caption-text">Wayne Rooney</figcaption></figure>
<h4>Activity Two – Jouer au Football</h4>
<h4>Suitable for Years 3 to 6</h4>
Learning Objective: 
To be able to translate words from English into French
 To be able to speak French words and phrases with the correct accent
With the Euros in France this summer, it is a great excuse to learn a little footballing French. From ‘jouer au football’ to ‘marquer un but’, the class can fill their boots with some soccer language from across the channel.
Begin by asking the pupils to draw a football match on an A3 or A2 piece of paper. Add in all the things they think would be seen at a match. From this, get them to research the French for each aspect and label the picture accordingly.
To really test their knowledge, encourage the use of post it notes to cover up the French words and ask their friends to recall and say the French.
Activity Three – Organising a Tournament
Suitable for Years 2 to 6
Learning Objective: 
To be able to research information on a topic and present it for different audiences
 To be able to use the correct operations for mathematical problems
Euro 2016 has taken many years of preparation, as do all major sports events – just ask your teachers how long it takes to organise Sports Day! It’s not just getting the teams organised and the stadiums but lots of things have to happen in the background to make it a successful and profitable event.
Begin by doing a knowledge harvest of all that they think might be involved in organising a major sporting event. You should get ideas such as organising the televising, the catering, transport to the matches, security, advertising, football merchandise etc.
Once you have got your list, ask pairs or groups of pupils to find out how much this costs and what the quantities involved are. From this, get them to draw an infographic to add to a ‘Football Crazy’ wall display on the numbers involved in the ‘beautiful game’. You can add in facts like the total value of the players in each team, how many of their last games they’ve won, lost or drawn or how many times they’ve made it to the finals.
<img loading="lazy" decoding="async" class="aligncenter size-medium wp-image-6983" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/shutterstock_397133152-1-300x200.jpg" alt="shutterstock_397133152" width="300" height="200" />
Activity Four – Speaking and Listening – Guess the Team or Player?
Suitable for Years 3 to 6
Learning Objective: 
To be able to decide which information is relevant when searching the internet
To be able to present information in different ways
This activity involves a little research, some judicious presentation of information and speaking and listening skills in an assembly.
Using the teams plus a selection of well-known players, ask the pupils to find out facts about them. They can decide on the facts or you can give them the accompanying template to work to (see image below).
<img loading="lazy" decoding="async" class="aligncenter wp-image-6978 size-full" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/football-facts-1.jpg" alt="Football Facts" width="537" height="802" />
 
After finding out the information, plan a Euro 2016 assembly and use the information to ask the assembled pupils to guess the team or player from the information given. You can make it even more exciting by giving fewer points the more clues that are needed.
For example:
<ol>
<li>They play in all blue with red socks at home, blue and white away</li>
<li>Their manager is called Didier Deschamps</li>
<li>They have won the World Cup once</li>
<li>They have won the Euros twice</li>
<li>Their captain plays for Tottenham Hotspur</li>
<li>Eleven of their Euro 2016 squad play in English football</li>
<li>Their nickname is Les Bleus</li>
<li>Their home stadium is the Stade de France</li>
</ol>
Speaking skills will need to be clear and loud with possibly an accent, whilst their listening skills will need to be sharp to hear the answers.
<img loading="lazy" decoding="async" class="aligncenter size-medium wp-image-6691" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/Football-1-300x200.jpg" alt="Football" width="300" height="200" />
The post <a href="https://freedomtoteach.collins.co.uk/6977-2/">Teaching activities to celebrate Euro 2016</a> appeared first on <a href="https://freedomtoteach.collins.co.uk">Collins | Freedom to Teach</a>.
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