I’ve come up with an idea – the children need to learn how to use Pie Charts and I’m going to teach them how to do it using perfect numbers as the vehicle. What’s great is that it’s an original idea. I Googled it and found no results. Look:
The lesson may not work, but at least it’s original. And if it does work, who knows, maybe it will sell. Maybe I could publish it to the TES website and make – I don’t know – pounds.
Or maybe I should wait and see if the children actually learn something first. And if they do, I could always find contentment in that.
Admittedly, not the most exciting post title you’ve ever seen, but let me draw you in with what I found out:
The greatest proportion of maths expectations we need to improve on at my school come from the Year 1 programme of study.
Two of the key questions that we need to get better at are taught through the KS2 computing curriculum, and not the maths curriculum.
At my school we are really good at teaching calculating and number, but we need to improve at teaching problem solving.
Neat, well presented work does not equate to success in maths SATs.
So, I used a useful spreadsheet I found on the TES website to analyse the maths SATs results from 2014 (you’ll need a TES login to access that link). I was particularly concerned about the 6 children who didn’t make 2 levels of progress during Key Stage 2. Six out of thirty is a large percentage for us: it moved us down from well into the top of the half the country (in terms of progress measures) to well into the bottom half. While there was a back story (read: justification) behind each child, I wanted to look more carefully at the results each child had achieved and find out why they hadn’t quite made the grade.
Having analysed the data, I made a presentation for my staff so we could talk through the issues involved. Why not just talk it through with the Key Stage 2 department? Well as I’ve indicated above, many of the statements where we need to get better at are actually taught from Year 1 or 2. I’ve put this presentation into a Movenote here. Please feel free to watch, but don’t expect quality – I was using Movenote to practice my presentation for the staff meeting on Wednesday – it’s a first take, and I’ll be expanding on many of the points during the actual staff meeting.
My two big considerations are the following:
My children need to get better at logical reasoning to achieve well in maths. Logical reasoning is most explicitly described in the computing curriculum – how can I use the computing curriculum to raise standards in maths?
With the foundation for success clearly coming from the teaching in Year 1 and 2, how can I make sure that this teaching is as good as it can be?
It will be interesting to see if my staff agree with me on Wednesday.