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Ashbee, R. (2021) Curriculum: theory, culture and the subject specialisms, Oxon: Routledge.

Barnes, J. (2015) Cross-curricular learning 3-14, 3rd edn.
London: SAGE

Chartchums, (2011) ‘Teaching by example’, Chartchums, Available at: https://chartchums.wordpress.com/2011/10/30/teaching-by-example/ (Accessed on 09/02/2023)

Clements, J. Tobin, M. (2021) Understanding and Teaching Primary English, London: SAGE

Department for Education (2013) Computing programmes of study: key stages 1 and 2, Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/239033/PRIMARY_national_curriculum_-_Computing.pdf (Accessed on 21/02/2023)

Department for Education (2013) English programmes of study: key stages 1 and 2, Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/335186/PRIMARY_national_curriculum_-_English_220714.pdf(Accessed on 08/02/2023)

Department for Education (2013) English programmes of study: key stage 3, Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/244215/SECONDARY_national_curriculum_-_English2.pdf (Accessed on 09/02/2023)

Department for Education (2013) Geography programmes of study: key stages 1 and 2, Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/239044/PRIMARY_national_curriculum_-_Geography.pdf (Accessed on 22/02/2023)

Department for Education (2013) History programmes of study: key stages 1 and 2, Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/239035/PRIMARY_national_curriculum_-_History.pdf (Accessed on 14/02/2023)

Department for Education (2013) Mathematics programmes of study: key stages 1 and 2, Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/335158/PRIMARY_national_curriculum_-_Mathematics_220714.pdf (Accessed on 04/02/2023)

Department for Education (2013) Mathematics programmes of study: key stage 3, Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/239058/SECONDARY_national_curriculum_-_Mathematics.pdf (Accessed on 05/02/2023)

Department for Education (2013) Music programmes of study: key stages 1 and 2, Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/239037/PRIMARY_national_curriculum_-_Music.pdf (Accessed on 21/02/2023)

Department for Education (2013) Physical education programmes of study: key stages 1 and 2, Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/239040/PRIMARY_national_curriculum_-_Physical_education.pdf (Accessed on 21/02/2023)

Department for Education (2013) Science programmes of study: key stages 1 and 2, Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/425618/PRIMARY_national_curriculum_-_Science.pdf (Accessed on 21/02/2023

Department for Education (2021) Statutory framework for the early years foundation stage, Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/974907/EYFS_framework_-_March_2021.pdf (Accessed on 04/02/2023)

Department for Education (2022) EYFS – Literacy – Writing. Available at: https://www.youtube.com/watch?v=qKWuwetagjM&t=74s (Accessed on 08/02/2023)

Department for Education (2023) ‘Writing - Help for early years providers’, Gov.uk, Available at: https://help-for-early-years-providers.education.gov.uk/literacy/writing (Accessed on 08/02/2023)

Department for Education, NCETM (2020) Mathematics guidance: key stages 1 and 2, Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1017683/Maths_guidance_KS_1_and_2.pdf (Accessed on 04/02/2023)

Doull, K. Russell, C. Hales, A. (2019) Mastering Primary History, London: Bloomsbury

Durham University (2019) ‘Primary Space Activities’ Stem Learning, Available at: https://www.stem.org.uk/resources/elibrary/resource/32596/primary-space-activities (Accessed on 20/02/2023)

Education Endowment Foundation, (2020) Improving Literacy in Key Stage 1 Guidance Report, Available at: https://d2tic4wvo1iusb.cloudfront.net/eef-guidance-reports/literacy-ks-1/Literacy_KS1_Guidance_Report_2020.pdf?v=1676993330

Education Endowment Foundation, (2020) Improving Literacy in Key Stage 2 Guidance Report, Available at: https://d2tic4wvo1iusb.cloudfront.net/eef-guidance-reports/literacy-ks2/EEF-Improving-literacy-in-key-stage-2-report-Second-edition.pdf?v=1676995644

Gardiner, T. (2016) Teaching Mathematics at Secondary Level, Cambridge: Open Book Publishers

Gibbs,
B.C. (2014) ‘Reconfiguring Bruner: Compressing the Spiral Curriculum’,
PDK
International, 95(7)

Graham, J. Kelly, A. (2009) Writing Under Control, 3rdedn.Oxon: Routledge

Hayes, D. (2010) ‘The seductive charms of a cross-curricular approach’, Education 3-13, 38(4), pp.381-387. Available at: https://www.tandfonline.com/doi/full/10.1080/03004270903519238?casa_token=T0wdiLELAYcAAAAA%3AYknWiCruVCC8wgcwdastdcvOiLcJklC9DTuI8bUfvpjImX__3r_d5MPpeZVQAHDDNPjW3Kw3Puld (Accessed on 20/02/2023)

Jenner, T. (2021) ‘History in outstanding primary schools’, Gov.UK, Available at: https://educationinspection.blog.gov.uk/2021/04/27/history-in-outstanding-primary-schools/ (Accessed on 15/02/2023)

Jolliffe, W. Waugh, D. (2018) Mastering Primary English, London: Bloomsbury

Kelly, A. (2013) ‘Geography Enhancing Science, in Kelly, L. Stead, D. Enhancing Primary Science, Berkshire: McGraw-Hill Education

Kidd, D (2020) ‘A Curriculum of Hope’, Independent Thinking Press, Wales.

Manadon Vale Primary School (2023) ‘Manadon Progression MATHS’, Manadon Vale, Available at:https://www.manadonvale.plymouth.sch.uk/maths-4/ (Accessed on 08/02/2023)

Manadon Vale Primary School (2023) ‘Maths Policy’, Manadon Vale, Available at: https://www.manadonvale.plymouth.sch.uk/maths-4/ (Accessed on 08/02/2023)

Montague-Smith, A. Cotton, T. Hansen, A. Price, A.J. (2018) Mathematics in Early Years Education, 4thedn. Oxon: Routledge

NCETM (2023) ‘Year 1 – Addition and Subtraction’, NCETM, Available at: https://www.ncetm.org.uk/in-the-classroom/national-curriculum-resource-tool/?topic=1587&year=1817 (Accessed on 04/02/2023)

NCETM (2023) ‘Year 6 – Addition and Subtraction’, NCETM, Available at: https://www.ncetm.org.uk/in-the-classroom/national-curriculum-resource-tool/?topic=1587&year=1578 (Accessed on 05/02/2023)

Ofsted, (2021) ‘Research review series: history’, Gov.UK, Available at: https://www.gov.uk/government/publications/research-review-series-history/research-review-series-history#assessment-in-history (Accessed on 14/02/2023)

Ofsted, (2022) ‘Education inspection framework’, Gov.UK, Available at: https://www.gov.uk/government/publications/education-inspection-framework/education-inspection-framework (Accessed on 14/02/2023)

Ogier, S (2017) Teaching Primary Art and Design, London: SAGE

Percival, J. (2020) Understanding and Teaching Primary History, London: SAGE

Rollett, S. (2019) ‘Putting Ofsted’s new framework into practice’, SecEd Blog, Available at: https://www.sec-ed.co.uk/best-practice/putting-ofsteds-new-framework-into-practice (Accessed on 04/02/2023)

Russell, C. (2015) ‘History’ in Webster, M. Misra, S. Teaching the Primary Foundation Subjects, Berkshire: McGraw-Hill Education

Saunders, L. (2015) Progression in Primary English, London: SAGE

Skemp, R.R., (2006) ‘Relational Understanding and Instrumental Understanding’, Mathematics Teaching in the Middle School, 12(2)

Woong, K.Y,. (2015) Effective Mathematics Lessons Through An Eclectic Singapore Approach, London: World Scientific Publishing

Yealmpton Primary School (2023) ‘History Curriculum Statement’ Yealmpton Primary, Available at: https://www.yealmpton-primary.devon.sch.uk/page/?title=History+and+Geography&pid=51 (Accessed on 15/02/23)

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Another meaningful cross curricular link is science and art as in science children are expected to record findings using scientific drawings which can contribute to children’s sketching skills in key stage two as seen in the PowerPoint above. Ogier (2017) explains that within science children need to observe and explore to find out about the world around them which are also valuable skills within art. Ogier (2017) also suggests that outdoor learning can be a useful tool to integrate these two subjects as it can provide visual images that lead to both curiosity and creativity. One example Ogier (2017) uses of this is the visual patters on leaves or fungi.

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Science and Geography - Meaningful Links

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Science and Geography - Meaningful Links

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One meaningful link for cross-curricular learning is science and geography around the topic of seasons as shown in the PowerPoint above. Kelly (2013) suggests that studying weather and climate is a useful way to link the relationship between geography and science. Kelly (2013) also mentions that in science when studying weather children could be using resources such as thermometers to measure temperature. This could then link to geography as the children could look at the temperature in other areas comparing this to their own and taking into consideration where countries are in relation to the equator. As shown in Kelly’s (2013) table in the PowerPoint above the topic of weather helps to support skills in both science and geography.

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The PowerPoint above shows a piece of cross curricular planning aimed at key stage one published by Durham University (2019). This planning is an example of a theme-based cross curricular approach which Barnes (2015) describes as an exploration of several subjects through one theme which in this context is space. One link that I don’t believe is meaningful within this planning is the link to ICT. None of the activities suggested in the planning relate to the aims in the computing NC (2013). The national curriculum does suggest that children should understand communication opportunities the internet offers but this does not appear until key stage two of the NC (2013). There could possibly be a link between ‘internet search’ (2019) and ‘manipulate and retrieve digital content’ (NC, 2013, p.2) however the planning does not go into enough detail to say whether this learning would be meaningful. However, one link I think is meaningful within this planning is to PE. The planning suggests developing a dance as an astronaut on their journey to space, this meets the aims of the NC (2013) and will help immerse them into the theme of space. Another link that is meaningful within the planning is to music. The planning suggests listening to music by composer Gustav Holst. This relates well to the NC (2013) and will also support children’s progression into key stage two when they are required to appreciate and understand music from great composers.

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Kidd (2020) explains that if planned effectively cross curricular learning allows pupils to connect learning and knowledge from a range of subjects allowing them to connect content which makes learning more meaningful and powerful. Hayes (2010) also talks about the positives of a cross curricular approach explaining that this learning is more effective in engaging the children as it is more stimulating and motivating. Hayes (2010) also suggests that cross curricular learning can provide a creative way to connect subjects and engage pupils imaginations.

However, Hayes (2010) also explains that there are also disadvantages to a cross-curricular approach as if boundaries are not clearly set and put into place for the children and they are given too much choice this could lead to them developing poor work habits by avoiding areas of learning that they would normally find difficult or may not enjoy. As well as this Hayes (2010) explains that some subjects are easier to implement into cross curricular learning than others and have clearer links which could make it difficult to cover the whole curriculum. Finally, Hayes (2010) also suggests that cross curricular learning can take teachers out of their comfort zones to teach a subject that they don’t know as well and may need more development in prior to teaching. Although the advantages outweigh the disadvantages all of these things still need to be taken into consideration when planning for cross-curricular learning.

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Barnes refers to cross curricular learning as ‘when the skills, knowledge and attitudes of a number of different disciplines are applied to a single theme, problem, idea or experience’ (2015, p.62). Barnes (2015) also identifies eight different types of cross curricular planning which are tokenistic, hierarchical, single-transferrable subject discipline, thematic, interdisciplinary, multi-disciplinary, opportunistic and double focus.

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As the NC (2013) states History should allow pupils to ‘ask perceptive questions, think critically, weigh evidence, sift arguments and develop perspective and judgement’ (DfE, p.1).  The Yealmpton history statement ensures that the children who leave their school will be critical thinkers who engage with present and future issues through an understanding and appreciation of the past which implies the same aims as the NC. Doull, Russell and Hales (2019) suggest that assessment is crucial in understanding if children have historical understanding. Doull, Russell and Hales (2019) also go on to explain that just knowing facts isn’t enough and they need to understand how these facts are linked and relevant to each other. This is because within history substantive and disciplinary knowledge are very closely linked so need to be assessed together. Doull, Russell and Hales (2019) also suggest that things like topic tests may show children's factual knowledge at that time but it does not allow them to show any disciplinary understanding. Percival (2020) explains that two key assessment points to determine a child's progress are using a variety of evidence and understanding that history is an evidence-based subject.

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Ofsted (2021) explains that when teaching history it is crucial existing knowledge is taken into account and that this is built on so that pupils are able to make sense of more complex materials over time. Yealmpton explain in their statement that they use threads of substantive knowledge to ensure that their teaching is knowledge rich and children get a deep understanding of historical contexts. These threads are events, people, invasion, empire, civilization and governance. Jenner (2021) explained that these building blocks such as empire or invasion are crucial as they are abstract ideas within history that are hard to grasp but common within history. Once again Ofsted (2021) explain that chronological knowledge is important in progress as it can help pupils become familiar with new material that is more complex. Russell (2015) suggests that one way this chronological knowledge can be supported is through the use of timelines. Russell (2015) explains that timelines allow children to make sense of time and that a useful activity could be for children to create their own using artefacts or objects and then they could argue why they are in that order. In Yealmpton’s history statement they explain that this chronological framework is built in key stage one which then allows pupils in key stage 2 to then make connections, contrasts as well as identify any trends over time.

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The National curriculum (2014) explains that in history pupils should gain an understanding of the past of both Britain and the wider world. Teaching should allow children to think critically and make their own judgements on the complexity of people's lives, the process of change and their own identity. It is also crucial that children have both substantive and disciplinary knowledge in the subject. Ruth Ashbee explains that substantive knowledge is ‘knowledge of the meaning made by a discipline’ or ‘the body of work that is considered worth studying’ (2021, p.40). Ashbee then goes on to explain that disciplinary knowledge is ‘how participation in a discipline or subject allows us to create meaning’ (2021, p.40). Within history this is the process of how the past is investigated or how historical arguments, claims or accounts are made this is known as historical enquiry in the NC (2014). In their research review series Ofsted (2021) explains that having substantive and disciplinary knowledge is what allows pupils to both construct historical arguments and analyse sources. The statement from my second-year placement school suggests that it is key children understand continuity, connections and chronology to be able to explore facts and opinions of past events. Russell (2015) supports this and suggests that chronology can be difficult to understand but once they do, they will retain more information. Ofsted (2021) also support this explaining that by having an overview of the past will help them to create memorable narratives and give context to what they learn.

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The Education Inspection Framework (2022) states that when Ofsted inspects schools, they will be making a judgement of the quality of learning based on the three I’s which are intent, implementation and impact. This is how I will be structuring this column of my Padlet. As I could not find a history statement from my third-year placement school I have looked at the one from my second-year placement school (Yealmpton Primary School).

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A good activity to help children progress their writing is shared writing. Jolliffe and Waugh (2018) explain that shared writing isn’t just about the children observing the teacher writing but is about teachers modelling the process that writers go through as they compose. Jolliffe and Waugh (2018) also suggest that this shared writing process is important in scaffolding children’s subsequent writing for example showing children how to use subheadings or paragraph openers. Clements and Tobin (2021) explain that during the shared writing process the teacher scribes while the children contribute their ideas and while demonstrating the teacher should be articulating their thoughts aloud so the children can see how a writer makes choices around organising words and thoughts. Clements and Tobin (2021) state that this process will allow children to understand the audience and purpose of the text; understand writerly behaviours; and understand drafting and how children can make changes to their work as they go. Shared writing can be useful in both KS1 and KS2 however if used with younger children the input would be shorter so that children don’t lose focus.

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When pupils reach KS3 the national curriculum (2013) states that they are expected to refine their drafting as well as develop resilience to write longer pieces which could be academic essays or imaginative writing.

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In Key Stage 2 the NC (2013) suggests that pupils should now understand the process needed for writing which includes ‘thinking aloud to generate ideas, drafting and re-reading to check that the meaning is clear’ (DfE, p.38). This means that by the end of this Key Stage children should be more independent in their writing being able to do some of this process by themselves. The Education Endowment Foundation (2020) suggests that this writing process should be taught using the gradual release of responsibility model. This means that the teacher should model each part of the process sharing their thought process and over time pupils should take more responsibility for selecting and using strategies to achieve their goals and support their writing process.

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In Key Stage 1 the National Curriculum (2013) suggests that children should be correcting writing, thinking about what they’re writing and read aloud what's been written to make sure it’s clear. The Education Endowment Foundation (2020) explain that the simple view of writing highlights key skills that are needed when children write, these are text generation, transcription skills and executive functions. The Education Endowment Foundation (2020) explain that working memory is at the heart of the simple view of writing and in the early stages of their writing journey children have a limited capacity so are not able to apply all the skills of the Simple View of writing to produce high quality writing. This means that class teachers will need to scaffold their development appropriately as it is unlikely, they will understand how to plan, edit and review without being taught this. The Education Endowment Foundation (2020) suggest comparison between a week and strong model as well as how children can highlight revisions or edits in drafts, so they understand the writing process.

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At an early age writing comprehension can be developed through reading, especially in the early years when children are not yet at the stage of being able to write. Graham and Kelly (2009) suggest that links between reading and writing are essential and that the more that children read the more that they can use language from books, create emotions and experiment with plots. Graham and Kelly (2009) also state that it is clear when a child has exposure to quality texts as they use better quality language, more complex sentence structures and have an ability to sustain narrative voice and perspective. The Department for Education (2023) also suggests that children’s composition can be supported by reading stories and as well as this by rephrasing what children have said and modelling it in the correct sentence structure it can help them in their future writing.

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Saunders believes that ‘English is a core subject that enables pupils to access all other areas of the primary curriculum’ (2015, p.2) and that skills learnt in English can be transferred across the rest of the curriculum. Within this column I have decided to focus upon writing comprehension. In key stages one and two I have referenced the Education Endowment Foundation as in 2020 they composed reports with guidance for improving literacy which is essential for pupil progress.

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As children progress into key stage 3 according to the NC children should be able to add and subtract using formal written methods and apply this to ‘integers, decimals, proper and improper fractions, and mixed numbers, all both positive and negative’ (DfE, 2013, p.5). Gardiner (2016) suggests that in key stage 3 mental calculations shouldn’t end but instead teachers should be ensuring children know the inverse process as this will then allow the children to solve harder inverse problems that may involve brackets.

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As seen in the NC guidance for KS2 in year 3 children move onto adding and subtracting up to three-digit numbers as well as understanding the inversive relationship of addition and subtraction. Then as the children progress to year 6 they should be applying this knowledge to different contexts. One of the activities suggested by the NCETM for year 6 pupils in addition and subtraction (shown in the image above) involves looking at different measurements and working out the total as well as how much more. This activity supports development suggested by the NC (DfE, 2013) as in years 5 and 6 children should be learning about geometry and measure and using this to help extend and consolidate their knowledge of number. The NCTEM also suggests that during the activity teachers could talk about mental methods that the children could use to help them solve the problem more efficiently which is important as the NC states year six pupils should ‘perform mental calculations, including mixed operations and large numbers’ (DfE, 2013, p.39). This idea of consolidation and building upon existing knowledge supports Bruner's idea of the spiral curriculum. Gibbs (2014) explains that in this spiral curriculum content is built upon one another increasing skill growth and depth. For example, in KS1 the children would have worked on two-digit and two-digit problems using a written method however in year 6 children are required to begin to use mental methods to answer these questions more efficiently.

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In year one as set out by the NC (2013) children progress into reading, writing and interpreting equations using the relevant symbols as well as represent and use number bonds within 20. The NCTEM (2023) has a suggested activity involving bead strings, cubes or counters as shown in the image above. This activity would be useful as it supports the Singapore CPA approach. Woong (2015) explains that in the concrete stage children should be manipulating real life objects and having hands-on experiences so they can visualise what happens. With the bead stings children can physically see themselves taking away and adding helping them to visualise what is happening. This helps to set the foundations for children to then be able to ‘add and subtract numbers using concrete objects, pictural representations, and mentally, including: a two-digit number and ones; a two-digit number and tens; two two-digit numbers; adding three one-digit numbers’ (DfE, 2013,p.12).

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As seen in the statutory framework for the EYFS and as well in Manadon Vale’s (2023) progression plan the first steps for children in the early years is to have an understanding of the numbers up to 10 as well as work on number bonds up to 5 and if confident enough then up to 10. Montage-Smith et al. (2018) suggest that this understanding of number and counting in the early years is extremely essential for children to develop the ability to complete calculations and that they need to understand the relationships between numbers before starting more structured calculations. Montage-Smith et al. (2018) also explain that if children in reception go straight into answering written equations it may give them an understanding of the procedure, however when they observed a classroom where the children played games and physically counted out the numbers it gave them a better foundation to understand the mathematics. This relates to Skemps (2006) theory of instrumental and relational understanding. Skemp (2006) suggests that when children have an instrumental understanding, they know the procedure to work out a problem but don’t understand the mathematics behind it. However, with a relational understanding the children understand and can explain why it works. Children need to build the foundations of understanding number (e.g. number bonds, comparing numbers, more or less) before they can go onto practicing operations.

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Rollett (2019) suggests that OFSTED considers and sees progress as the sequencing of content over time as well as pupil’s growing mastery. Within this column I will be looking at the National Curriculum (NC) progress as well as taking a closer look at my third-year placement schools (Manadon Vale) progression map within mathematics. I have decided to focus on the aspect of addition and subtraction.