Medium Term plans in Primary Mathematics

How does your school organise their mathematics curriculum? There are broadly two ways of doing this. You could, in a three term year, divide the content equally between each term and teach a third in the Autumn term, a third in the Spring term and the final third in the Summer term. Or you could teach each domain of maths in more depth, sequentially going through them during the year and not revisiting them.

Here are three different models that all have their strengths and weaknesses.

1. The Scattergun Coverage Model by Hamilton Trust.

I’m not entirely sure how this model was planned, except that it seems to have covered all the objectives throughout the year.

Hamilton Trust cover objectives in a seeming scattergun approach
Hamilton Trust cover objectives in a seeming scattergun approach

This little extract informs teachers in which weeks they will be visiting different objectives. In my school, with the amount of work required to adopt the new curriculum, we thought this would do us fine, but actually what happened (as I’ve written) was that teachers did not take ownership of their planning and instead merely delivered the lessons they found in the order they were given. The outcome was that, whilst individual lessons were often good, the units (a week or fortnight of lessons) were often aimless with no sense of the children being on a learning journey. Maths only happened in the maths lesson and was very much isolated from the rest of the curriculum.

Much of this was my fault. As the maths leader I hadn’t taken responsibility for the planning that teachers had adopted. I’m sure many schools can make the Hamilton Trust plans work for them, but for us it had led to failure and so we needed a change.

2. The year-long blocked approach by White Rose Maths Hub

It’s too late to adopt this now, but you could plan to take it on for September.

The Overview for the medium term plans created by the White Rose Maths Hub
The Overview for the medium term plans created by the White Rose Maths Hub

As you’ll see from the picture, all the number and calculation objectives are taught by the end of Week 9 Spring term, and in much longer blocks than we have used in the past, enabling children to learn concepts with a much greater depth. I think this model will work brilliantly, and I’m currently discussing with the staff whether to adopt it for the next academic year. This maths hub have created tests for their medium term plans so you can assess how well the children are getting on. You can sign up for their free resources here.

3. The Term-by-Term approach (by me)

This approach was recommended to me by a headteacher who was part of the first peer review we had after our not-brilliant Ofsted. She said that I should base my plans on the 1999 schemes of work. So I went back to them and found them still hosted on a website in Dudley. Then I used a document that I only have a paper copy of called the ‘Steps Up’. I believe this was created by a group of Birmingham mathematics SLEs and provides some useful guidance as to what are the steps up to achieving the age-related expectations in each year group.

The model I went for was for the teachers to visit each domain during a term. They would cover all the content by the end of the Spring term (half in the Autumn term, the other half in the Spring term) and then use the Summer term to consolidate the age-related expectations.

My medium term plans are here:

Medium Term Plans

You’ll see that they are not quite finished yet. I haven’t written the Summer Term, nor have I completed the mental maths part of the plans – what you see in the mental maths part are still the old expectations from 1999.

Finally, I made some tests for the plans. These tests are half termly and I used Testbase to make them – a paid for service that hosts all the test questions asked of children in the England’s testing system for the past 20 years. You can find the tests here in their own folder.

You may consider it quite an effort to write a whole load of medium term plans. But it’s given me a much better insight into the new curriculum and a much greater sense of ownership over what we are teaching at my school. The problem with using other people’s plans, is that you end up believing the lie that you shouldn’t have to reinvent the wheel, when actually the process of reinvention is healthy all by itself.

Three ways to Improve Planning in Primary Mathematics

Since June (and the bad Ofsted and bad SATs results) I have been working on improving planning in maths and it’s really worked. Here’s how.

1. Impose a planning format

If you know anything about union and indeed Ofsted guidance you’ll know that is the *wrong* thing to do. But it’s exactly what I did at my school. I imposed a planning format that everyone had to use.

But planning is for the teacher, not the senior leader, I hear many cry.

No. I disagree.

Planning is for the child.

For too long we had written plans that support what the teacher might say in front of the children, how they might model or an activity or what learning resources they should prepare before the lesson. What we had not done is really think about what the child needs to do during a sequence of lessons to achieve the goals set out in the unit of work.

So in fact, while it was an official planning proforma that I imposed, it was actually the principle behind it that was important. And the principle was this: start the unit plan by writing the final lesson’s learning objective. Then work backwards through the learning objectives that build up to the final one to create a learning journey for the children. It’s a bit like that picture I shared 2 days ago. Then, for each day, plan what children who were likely to exceed the set learning objective might accomplish, and do the same for children who would struggle each lesson.

When this was done, each lesson would have 3 learning objectives around a similar aim, and each lesson would also built towards the next lesson.

What was great was that the teachers who got this, swiftly diverged from the planning proforma I had set up. They got the principle, so who cares if the format looks different? So much for the planning format imposition! What I found is that the teachers who needed most support where those who thought they were doing it right by merely filling in the boxes of the planning proforma without really thinking about the principle. And for these the proforma was a great starting point for explaining the principle in greater depth, thereby developing their mathematics subject knowledge.

2. Supply some medium term plans

There’s a lot to think about in mathematics, especially when you’re a non-specialist dealing with a brand new curriculum that you’ve had little or no training for. While I’m a big fan of ‘ownership’, as I wrote about yesterday, there is a limit to how much new stuff any teacher can take on in one year.

So I gave everyone medium term plans. I had some help. Various folk from different parts of the country have made maths plans and overviews and the like, so I used a few different documents to create medium term plans for mathematics for Years 1-6. I’m going to save the post for the ideal mathematics medium term plan model for another day (probably tomorrow), but suffice it to say that the medium term plans I’ve written have been a useful framework for teachers creating their unit plans mentioned above.

3. Link the medium term plans with assessment

The big problem we have at the moment in Primary is assessment. Nobody is quite sure what the age-related expected standard will look like. To make that more confusing, if a child is ‘age-related’ by the end of the academic year in mathematics, what sort of maths should they be able to do by December? or Easter?.

I looked around for some tests, and found none that suited what I wanted, so I made my own. Well that’s not quite true. I am making my own. So far I’ve made tests for Autumn 1, Autumn 2 and Spring 1. Each of these tests is linked with the medium term plan that should have been taught during that half term.

Of course, I don’t actually agree with testing a curriculum that is not best-fit. I’ve already written about the problems of the previous level-based assessment system being best-fit and how it disadvantages children. And of course any test is a best-fit measure. It seems ludicrous to me to create an ‘expected standard’ curriculum and then use a ‘best-fit’ tool (like a test) to measure how well each child has done, but that, again, is another post, for another time.

The point is that by analysing the tests, each teacher has been able to find out which bits of that unit the child did less well on and use that knowledge to follow up and plan further interventions during the next half term.

In conclusion

I’m biased obviously, but I think mathematics is in a much stronger place at my school than it was six months ago. We’ve had more conversations around mathematics knowledge in the last few months than in the previous five years, and I can really see teachers taking ownership of their maths teaching, rather than relying on third party solutions and merely delivering lessons.

In my next post I’m going to attempt to compare some different models for mathematics medium term planning that I’ve seen.