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Supporting 'High Potential' learners

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Whether you agree with the term more able or prefer to call pupils, as I do, 'high potential', you will encounter in your time teaching Maths pupils who just seem to be able to grasp concepts more quickly and more fluently than their peers. Here are some stretch and challenge activities and resources for Maths to help engage and develop their potential further.
When it comes to 'more able' or 'less able pupils', labels can be dangerous things. We just as easily attach them to children as we do expect to see their behaviour always meet the tag we give them.

The Problem With 'More Able' and 'Top Set' Labels

Pupils are often labelled as Maths marvels from an early age because they are quick to learn, apply facts and algorithms, and can work speedily through a series of questions.

Historically this 'most able' labelling resulted in a child being pushed forward far too quickly and missing out on a completely rounded Maths curriculum, while their ' bottom Maths set ' peers were not challenged enough.

Just as we might misdiagnose a child as having special needs, we can equally misdiagnose a child as being mathematically talented.

And: there is no national definition of 'most able', abilities are not fixed and the situation is always fluid. In every primary classroom there will always be a wide range of Maths ability that changes over time.

The 'top end' might include a few long-term residents but the doors should always be open for children to come and go. In many respects, we can argue therefore that all children are high attainers and within this group there is a subset - the highest attainers or the most able in Maths.

The Teaching and Learning for Mastery Approach to Stretch and Challenge

Teaching and Leading for Mastery (TLfM) means that we have to be supremely careful about pigeon-holing as actually all children are able mathematicians but some are more able than others relative to time and context.

High expectations in Maths are everything and we must relate these to all children. As Dame Alison Peacock tells us in her book Assessment for Learning without Limits, we can get it very wrong when "false, limiting assumptions are made about children's capacity to learn."

High Quality Teaching to Challenge High Prior Attainers

"Inclusive High-Quality Teaching ensures that planning and implementation meets the needs of all pupils, and builds in high expectations for all pupils."

She says that High Quality Teaching (HQT) draws on a range of strategies that are closely matched to the learning objectives of the lesson. Before suggesting that there are nine elements to a good quality, inclusive lesson and we need to therefore consider these when 'stretching and challenging all pupils not just the more able in Maths:

1. High expectations

2. Knowing children well and developing relationship

3. Inclusive environment

4. Quality feedback

5. Focused planning

6. Engagement and challenge

7. Effective questioning and modelling

8. Scaffolding learning

9. Developing independence

Personalised Approaches for All Pupils in Maths

Ensuring provision for all children's needs in Maths presents some complex issues. You will need to work closely with children and take time to learn about their strengths and weaknesses, be vigilant about adopting false labels and work with others to ensure their needs in Maths are met.

The needs of individual children should be evaluated on their own terms regularly, and decisions negotiated with the children themselves and their parents.
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The Third Space Learning model of intervention is highly personalised for this very reason. Specialist Maths tutors provide affordable 1-to-1 tuition to the pupils who most need individualised support whether to support them to working at ARE, or to stretch and challenge. The Maths Hub of fluency, reasoning and problem-solving resources, CPD and assessment is then available to the class teacher to plan and deliver mastery led Maths lessons to the rest of the class.
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Why Stretch and Challenge Activities are Crucial for More Able or High Potential Pupils

Identifying what we can do for 'High Potential Pupils' (HPPs) needs to start with looking at what we shouldn't be doing and why our efforts may be misguided or faulty. Children can become bored easily if they are not fully challenged, leading to disruptive behaviour and disengaging with the Maths.

Note to reader: I prefer the term High Potential Pupils (HPPs) when referring to those who require stretch and challenge maths activities as I believe this term is an inclusive term and encompasses any child that requires further challenge - all pupils have high potential and mathematical promise.

Ofsted evidence has found that when HPPs aren't achieving their best that is because:
* Teacher subject knowledge is weak and can't 'keep up' with particular children ( What Makes a Great Primary Maths Teacher)
* There is a failure to nurture high ambition and scholastic excellence
* Assessment systems do not identify pupils' potential or their prior learning ( How To Use Diagnostic Assessment to Inform Maths Teaching)
* The core reason is that planning is not good enough
* Tasks are too easy
* Tasks are the same for all
* Low expectations
* Too little challenge
* Too little support
* Lack of checking
* Lack of opportunities to write and speak

How to Stretch and Challenge High Potential Pupils in KS2 Maths

Yet if we take these points and actually flip them on their head, we can address what we need to stretch and challenge HPPs:

* Provide opportunities to investigate new areas in depth
* Slow teaching and learning down ( Thom, 2018)
* Have higher expectations of independent work
* Ensure pupils manage and plan their own learning e.g. through using knowledge organisers
* Build in writing for Maths (journals/learning logs)
* Insist on better quality work
* Promote a culture of high performance
* Use searching and engaging questions
* Model complex ideas, giving explanations and demonstrations that heighten understanding
* Instil self-belief in pupils and build-up high levels of reciprocal trust between pupils
* Integrate more interactive learning
* Make better use of assessment for planning work

For the benefit of all children in a mixed-ability mastery class you should consider carefully the activities you choose. Where possible, these need to be open-ended, allowing children to contribute at their level.

You can download eight free mixed ability Maths activities from Third Space Learning here.

Maths lessons really make a difference when pupils are given opportunities to think for themselves, explain their reasoning and apply what they know.

The most effective resources I have ever used to stretch and extend 'more able' children in Maths are concept cartoons.

Concept Cartoons - The Best Maths Activities to Stretch and Challenge 'More Able' Pupils

Concept cartoons are problematic style drawings or visual arguments that use a cartoon-style format with conversations inside speech bubbles (invented by Stuart Naylor and Brenda Keogh originally in science education).

Concept cartoons are talking tools par excellence and can be influential in making the classroom a think tank, rich in dialogue and argument that genuinely extends and stretches children's Maths understanding. They are particularly useful for looking at Maths misconceptions, muddles, mistakes, mix-ups and classic clangers.

Essentially, the main point of a concept cartoon is to promote cubic thinking so that learners begin to appreciate that there is always more than one way of looking at a problem, idea or way of working.

Here's an example of a concept cartoon in relation to multiplication, where three children discuss their understanding of what it means to multiply:

Teaching using concept cartoons can also be quite simple, as these tasks really require the pupils to do most of the work.

How to Use Concept Cartoons to Stretch and Challenge in Maths

From my experience I've put together a quick framework that you can use to easily stretch and extend pupils in your class using concept cartoons:

* Present learners with a cartoon that focuses on a conceptual obstacle
* Allow learners to reflect individually on the challenge
* Encourage small group discussion
* Provide opportunities for feedback across the class about the alternatives
* Try to reach agreement
* Discuss a possible line of investigation to find out more
* Hold small group enquiries
* Share outcomes of enquiries
* Whole class discussion
* Pull ideas together
* Consider how learners' views might have changed
* Consolidate and practice

Stretch and Challenge Maths Activity: How to Use the Multiplication Concept Cartoon

Divide children into small groups of 2-3 to discuss what they think about the conversation in the picture. Do they agree with anyone in particular?

Let them talk together to share their ideas. Children need to know that the idea of a concept cartoon is to dig deeper and learn more about a range of interpretations so that we can upgrade our understanding: everyone has a contribution to make and each conversation is a stepping stone towards a fuller understanding.

Have children complete a Cognitive Conflict Evidence Board where they justify their collective thinking and provide 'evidence' and proof for each speech bubble statement.

It's essential that children understand that all contributions are valued and no one's ideas are dismissed as being 'wrong'. Children may agree, disagree or offer a new way of looking at the concept under discussion in a way that no one else has thought about.

Here are two example boards completed by different groups:

Cognitive Conflict Evidence Boards

Interpreting the Answers from the Multiplication Concept Cartoons

You can see that one group have a more sophisticated understanding of multiplication in that they have analysed and dissected the statements in more depth by thinking about different numbers.

The statements undeniably stimulate different lines of thinking and you can see within these responses that there are golden opportunities to extend Maths talk - the boards uncover faulty thinking as well as deeper thinking.

When presented with conflicting viewpoints then the onus is on us to scaffold and engineer conversations further and allow children to teach one another so they can cast new light on a problem or discussion. Children can share the way they see things and show that multiplication doesn't always make a number bigger and so the statement can be disproved, e.g. multiplying by negative numbers, proper fractions or improper fractions.

Groups might therefore decide to rephrase the statement to make it more accurate, e.g. 'Multiplying two numbers together sometimes makes a bigger number.'

In the same way, the statement, 'Multiplying by a fraction makes a smaller number', is too vague to be helpful and can be upgraded.

Does 'Multiplying by an improper fraction makes a number bigger' make a more accurate statement?

This can lead to some fascinating insights. One Year 6 group I worked with were keen to prove that that statement was not accurate and also needed the word 'sometimes' including. Why? They researched some website dictionaries to find a definition of an improper fraction as 'a fraction where the numerator is larger than or equal to the denominator'.

They said that 7/7 was an improper fraction which, when multiplied by a whole number, would result in the same product.

From one seemingly innocent statement a whole domino effect is generated whereby children respond to each other creatively, find evidence to justify their thinking and help build layers of understanding.

After Discussing Ideas Such as These it ss a Cast-Iron Certainty That All Children, Not Just the More Able or HPPs, Will Have Upgraded Their Own Knowledge and Understanding.

In my own research into using concept cartoons I have been impressed with the way children have responded to them. I have used a variety of cartoons to address a range of conceptual obstacles and alternative frameworks.

Concept Cartoons as Extension Ideas in Maths

The concept cartoon ideas work especially well as extension ideas when you provide children with a problem that they then have to invent statements for as if voiced by others and create some Cognitive Conflict Evidence Boards for too.

For example, challenge children to craft and create their own cartoon around the following:

0.6 x 10 =

A range of responses might include:
* I think 0.6 x 10 is 10.60
* I think you have to move the decimal point to the right so it is 06
* You move the decimal point to the left so it's 0.06
* You just add a zero

Plus, if we want to stretch and extend even more, we can ask children to systematically investigate the statements made by the children as well as any other ideas they have that aren't represented.

It's also a fantastic way to identify any outstanding misconceptions in Maths your children might still have.

Ultimately, concept cartoons are one example of how to stretch and challenge your pupils with Maths activities.
Liked this? Check out our most popular blog on the Mastery classroom: The Beginner's Guide to Becoming a Maths Mastery Expert.
But making sure our teaching allows pupils at every level (from 'most able' to 'least able') to receive the right challenges to ensure they grow and soar as mathematicians' is what we should constantly challenge ourselves with as teachers.

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How to Stretch and Challenge More Able Pupils in KS2 Maths

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Whether you agree with the term more able or prefer to call pupils, as I do, 'high potential', you will encounter in your time teaching Maths pupils who just seem to be able to grasp concepts more quickly and more fluently than their peers.

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Research based guidance and ideas

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Erikson Institute Early Math Collaborative

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Everyone wants something for nothing these days, and the same can certainly be said with regards to maths CPD for primary teachers.

Budgets may be getting ever tighter, but post-austerity CPD is no different from pre-austerity CPD in that effective schools have always been committed to getting the best value.

Be Warned Though, Value Doesn't Always Equal Quality When It Comes To Cheap Or Free CPD For Teachers

In an ideal world value should equate to quality, but as you will know if you've been on a less than perfect CPD course, this can't always be guaranteed.

Whole-school CPD is an expensive business and it can often be a waste of money if you get a dud presenter or the content is completely irrelevant to your attempts to raise school attainment.

Worst still, the CPD many schools buy into is bandwagon stuff that you fall for hook, line and sinker without really looking at the evidence.

Take Brain Gym for example, how many schools fell for that?!

Pressure Is On School Leaders To Find The Right Maths CPD For Primary Teachers

School leaders have to have a business-head for CPD but unfortunately, some school leaders are poorly informed with 'little pounds and pence' experience and often make misguided CPD decisions.

All teachers should have access to vibrant professional development that helps them grow and their children succeed.

It was also found that schools rated 'Inadequate' by Ofsted spend around 20% less on CPD than other schools, as a proportion of their total budget.

Secondary schools on average spent 0.37% of their budgets on staff training and 0.65% in primary schools.

Something has to be done to change this, but with the purse strings remaining closed, it is time to alter our approach as teachers to CPD.
The Different Types Of Cheap/Free CPD For Teachers You Will Find In This Blog
To help you navigate this blog post and find the type of maths CPD you are looking for quickly, we've added some navigational links below. Simply click on the section that seems most appealing to you, and you'll be taken straight there!

DIY CPD Could Be The Answer To Our Prayers

Schools obviously have a major responsibility to develop their staff but this isn't a one-way process.
Teachers have to develop themselves too.
If money is tight at school then this shouldn't mean game over. There is a whole host of CPD 'out there', and an awful lot of it within the teaching community too.

This means that on an individual level, DIY CPD has never been easier or more enjoyable.

Unfortunately, if you don't know where to look It can still be expensive though, so some clever thinking is called for.

That is why we have put together a number of teacher CPD examples to help you do maths CPD on the cheap, and grow your own skills without depleting any of the schools remaining budget.

CPD On The Cheap: Conferences

There is a whole host of great maths CPD on offer at national conferences, but it is worth remembering from the outset that you will still have to factor in additional costs such as the cost of:

Even with that being said, if you take advantage of 'early bird delegate rates' and plan your trip carefully then some conferences can certainly prove to be worth their weight in gold and you can learn a lot!

Examples of some conferences that offer the right balance of affordability and quality are:

Now of course this is not an extensive list, and there are new local events and conferences cropping up all across the country all of the time. To keep up with these conferences take a look at Eventbright and Future Learn.

National Conferences Can Be Valuable Too, If You Find The Right Ones

There is some great maths CPDfor primary teachers on offer at national conferences (some are 3-days long), and whilst there you'll have loads of opportunities to expand your CPD. This means that whilst they can be more expensive than smaller local conferences, they can be good value given the sessions on offer and the networking you can throw yourself into.

Don't give up on the idea of attending a national conference as you may be able to get funding if you ask nicely but more importantly, if you make a good case for it.

The letter can easily be tweaked and edited to include what you want to say but say it you must - if you don't ask then you don't get.

Conferences offer high quality, nationally recognised CPD so you'd be crazy to miss out on attending as they are a networking dream and give you the chance to spend time with like-minded maths mates.

You get to meet teachers from across the country and further afield, discover new teaching ideas, hear from inspirational speakers and you'll leave with new ideas, tools and a super-charged passion for maths.

Conferences are wonderful for sharing, 'subtracting' and yes, stealing ideas - that's the whole point. We go to probe, plunder and fill out mental suitcases with whatever we can.

Conferences Can Also Be A Chance For You To Take Centre Stage And Test Your Knowledge

If you really want to improve your CPD then why not offer a session of your own?

Conferences will invite participants to offer workshops at their events and this can be a really rewarding part of CPD that benefits both you and the conference as a whole.

I remember presenting my first sessions at ATM and MA conferences on Concept Cartoons in Maths and Formative Assessment in Maths and this fine-tuned my thinking and practice in so many ways.
By offering sessions you end up in a CPD cycle of win-win.
Not only are you making your own CPD and improving your own teaching, you are having an impact on others. Don't worry about messing up either - subject specific delegates are on your side and are there to support you every inch of the way.

Preparing presentations to your peers involves time and effort, plenty of research, reading, revision and, potentially, data collection. It keeps you current, channels your mind on what's important, best practice and future improvements.

This can all be done at little or no cost, and is a fantastic way to do some DIY CPD on the cheap!

CPD On The Cheap: TeachMeets

Teachers sharing ideas with teachers is no longer something you predominantly do within your own school environment.

The format is great: arrange a venue, meet up, listen to short presentations from each other and socialise whilst sharing practical ideas.

Teachers understand teachers which is why so many are willing to share best practice and ideas for free. These are very informal events and can be a great way of earning your maths spurs in a safe and supportive environments.

There is normally a choice of 2 or 7 minute presentation slots and those attending can pitch in or just come along and listen. Some teachers say that TeachMeets are some of the best CPD they ever experience because they are short, sharp, snappy and sociable.

One of the more sociable teacher CPD examples, there is a reason why TeachMeets are so popular!

CPD On The Cheap: Online CPD For Teachers

The internet is an absolute treasure trove of CPD delights, and the cherry on the cake here is that most of these resources are free/very cheap.

Some of the best online CPD for teachers comes in the form of videos that are presented by practising teachers. This is a great way to continue your own personal growth, as you know that this information is fresh and relevant to the teaching landscape of today.

Youtube alone is a fantastic way to do CPD on the cheap, as almost all of us now have access to either a phone, computer or tablet and this (along with a notepad and pen) is the only piece of equipment you'll need to learn.

There are a number of fantastic channels and videos out there, but two great ones to get you started are Oxford Education with their Inspire Maths series, and one that you may not have seen yet, Maths 4 Kids, which is masterminded by Primary Maths Lead Emma Johnson and stars her daughter Amber. This is a great channel to show the children in your class and will no doubt spark some ideas and discussion!

There has never been a better time to look for maths CPD if you are a primary teacher!
Third Space Learning Has A Dedicated Library Of Online Maths CPD Resources That Are Affordable For Schools
Here at Third Space Learning we have managed to gather a large collection of maths CPD resources and videos all in one place with the goal of making things as simple as possible for busy teachers.

Examples of some of the video content you will be able to find in the Maths Hub includes:

How to Convert Mixed Numbers to Improper Fractions (Abstract)

Bar Modelling: The Basics Explained

How to Turn Maths Progress Around in Your School Using Mental Maths

The Tips and Tricks to Great SATs Preparation

How to Make Best Use of Your Teaching Assistants for SATs

As well as hosting more than 150 maths CPD videos, within the Maths Hub you will also find a vast array of downloadle CPD resources on everything from How to Choose your Maths Scheme of Work through to The Ultimate Guide to Maths Manipulatives.

We want to help teacher progress and strive for improvement, and that is why we have made the Maths Hub as affordable as we possibly can.

Our subscriptions are done on a whole-school basis so as well as getting access to our CPD library for yourself, all of your colleagues will also be able to access everything on the Maths Hub, including the premium resources that are on there.

To find out more about how you can gain access to all of the resources that can be found in the Maths Hub Premium, visit this page to sign up and learn more.

Alongside the CPD resources there are 100's of other maths based resources available, including the ready made White Rose Style Lesson PowerPoints you may have seen on social media, so sign up today for access to them all!

CPD On The Cheap: In School CPD

This is one of the more simple teacher CPD examples!

Presenting a training session 'in-house' at school fits the same bill as presenting at a conference - don't shirk it, actively seek it and everyone reaps CPD rewards.

If you are a maths subject leader you'll be doing this anyway, if not then team-up with the maths coordinator and co-present to your colleagues on a hot topic, latest idea or initiative.

This doesn't have to be formal and an hour long - it might just be a few minutes as part of a staff meeting or dedicated training day.

The point is to squeeze in some in school CPD as and when you can, as the rewards of simply sharing the knowledge that already exists within your school will prove invaluable! If you are on the lookout for free CPD for teachers, then this is a great place to start.

CPD On The Cheap: The Staffroom

Never underestimate the power of the staffroom as a force for good, informal CPD.

Although a place of relaxation, staffroom culture has changed over the years and these are working environments that can be used to share ideas and promote initiatives.

Some staffrooms have ideas boards where staff can post 'golden nuggets' for others to see. These might be links to a new resource, a website, an idea or strategy.

Busy teachers might not always make it to the staffroom for anymore than a few minutes but these are learning spaces where just a single conversation with a colleague can change the way you do things.

A school that understands the value of informal CPD makes their staffroom a hub to not just grab a coffee and some cake but a place to advertise ideas and share best practice.

Never underestimate the power of a good natter and staffrooms are just one way of harnessing the power of sharing - why not walk and talk at lunchtime if you aren't able to stop in the staffroom and get some much needed fresh air, exercise and CPD.

CPD On The Cheap: Subject Associations

If your CV doesn't already include membership of a subject association then it's probably time to give it some serious thought.

They can offer you so much and they are a valuable component in your professional development.

They enable you to be part of a subject community, they keep you up to date in your subject, you get access to dedicated resources and expertise and you can pursue your own learning. Membership is a professional way of life, a sense of community, support and goldmine of development.

I strongly urge you to join a maths association because the CPD on offer through a subject dedicated organisation is enormous.

Joining up comes at a price but there are ways to join that can cut the cost dramatically. Individual membership is one way to do it and a personal membership subscription is tax deductible, making it more value for money.

Another route is to opt for school membership or better still, as a cluster and you'll make even greater savings.

Whichever path you take the membership benefits are loaded in your favour, and they do represent great value for money.

Membership is a golden CPD ticket in many respects because you get plenty thrown at you including:

Copies of a specialist maths magazine or journal;

Discounts at conferences;

Electronic access to literally thousands of articles;

Members-only resources;

Professional support and enrichment;

Regular newsletters and news briefings containing all the latest keeping you in the loop;

A network of local branches offering regular meetings;

Accreditation - in the case of the ATM, members can apply for the CMaths Teach Designation making membership the route to Chartered Mathematics Teaching status;

Vote on resolutions, have a voice and be heard so you can shape the direction of the organisation and subject.;

The opportunity to work in small groups investigating specific aspects of mathematics or teaching.

Membership really is worth every penny, so remember to look out for joining offers too where organisations give away free books or e-book packs.

Special Mention - One thing to really look out for when joining a maths association is the video content that is available. Some of the videos on these platforms are invaluable when looking to do CPD on the cheap as they give you incredible content at very affordable costs. One of the best video collections comes from the NCETM, and this video series below on multiplication is a fantastic place to start.

CPD On The Cheap: Maths HUBS

There are 35 Hubs across the country that work together as part of a collaborative network coordinated by the National Centre for Excellence in the Teaching of Mathematics (NCETM), which is a rich source of Maths CPD in themselves.

The Maths Hubs bring together professionals from every maths nook and cranny and are brilliant examples of living and breathing maths partnerships.

Each Hub is led locally by an outstanding school to develop and spread best practice. The great thing about being involved in a Maths Hub is that you get access to free or subsidised CPD programmes, the chance to keep your finger on the pulse about local maths initiatives and to participate in a network of local leaders of maths education (LLME).

Maths Hubs are a rich source of inspiration because their sole purpose is to build capacity and they connect with a range of partners including Teaching Schools; mathematics Specialist Leaders of Education (SLEs); NCETM CPD Standard holders; NCETM accredited Professional Development Leads; universities; subject associations; and employers.

What more could you want during your search for maths CPD as a primary teacher?

CPD On The Cheap: Professional Bodies

Access dedicated maths websites or professional development bodies websites and take all of the knowledge and wisdom you possibly can from them:

NCETM - There is plenty to access here including self-evaluation tools to check your maths understanding relevant to what you are teaching and ways to explore ideas on how to develop your practice.

Chartered College of Teaching - The professional body for the teaching profession is packed with insights including teacher and school evidence-engagement and self-assessment toolkits.

The Teacher Development Trust - This charity was founded in 2012 by David Weston and Mark McCourt and as well as being a fantastic place for teacher to go to with regards to CPD, they also wrote the seminal document on good CPD which you can take a look at here.

More sources of inspiration can be found at the following sites where cheap or free Maths CPD is readily available:

Adults Learning Mathematics

Association of Mathematics Education Teachers

British Society for Research into Learning Mathematics

British Society for the History of Mathematics

Conference of Heads of Departments of Mathematical Sciences

Institute of Mathematics and its Applications

The Mathematical Association

Mathematics in Education and Industry

National Association for Numeracy and Mathematics in Colleges

National Association of Mathematics Advisers

National Numeracy

NRICH (on behalf of the Millennium Mathematics Project)

Operational Research Society

Royal Academy of Engineering

Royal Statistical Society

STEM Learning

Third Space Learning Maths Hub

United Kingdom Mathematics Trust

Wales Institute of Mathematical and Computational Sciences

CPD On The Cheap: Programmes Of Study

Studying for a Masters is going to cost you an arm and a leg but you don't have to go down this route.

Why not study online and take some free courses?

There's lots available through many of the organisations above or through Future Learn (although it can be a bit tricky to navigate). Something that you may find to be slightly easier might be to check out the short, online professional development courses that STEM have to offer online as there is a lot here that is very useful.

And There's More Teacher CPD Examples...

What else can you do day to day, weekly or monthly that counts as CPD?

It's easy to overlook the obvious but there are plenty of things you can do to grow and accelerate your CPD and the majority of opportunities don't even involve leaving the house or spending money.

Podcasts

For CPD on the go then podcasts are great. These have been around for some time now and are as popular as ever.

Plenty of colleagues I know listen to these when out on a run, taking the dog for a walk, driving, etc.

I use them as a 'learning walk' and plug into those that are devoted to evidence-based practice and learning and of course maths.

Head over to TES Podagogy , Learning Scientists , Plus , NCETM podcast , Kelly Long's Inspiration 4 Teachers Podcast , and Craig Barton's maths podcast , where you can turn "useless time into CPD time".

Other good examples of podcasts that can be used for CPD are Two P's In A Pod With Mr P, and the Pivotal Podcast. Recent highlights on Pivotal have included an in-depth discussion with behaviour management supremo, Bill Rogers, with practical advice on how you can ensure your classroom is a warmer, safer place where children are better prepared for their learning. Similarly, Mr P has created a low-cost CPD subscription service which teachers can access by becoming a 'Supporter' on Facebook, picking up ways to turbocharge teaching and learning with time-, energy- and money-saving technological solutions.

Podcasts are full of insights, professional challenges and creative resolutions that really do help you think differently and grow as a teacher. They are another fantastic source of free CPD for teachers.

A good place to start is Mr Barton's Maths Podcast, and episodes that are particularly good are the ones with Bernie Westacott and Helen Williams, and if you are looking for a rundown of the best teacher podcasts, Third Space have you covered there!

Twitter

Social media has changed the way teachers engage with CPD.

Never has it been so easy to tap into expertise, research, thinking, policy, strategy and opinions.

Twitter in particular has become the go-to platform to informally connect with educators from around the world, and it can be a fantastic source of online CPD for teachers.

You can find a hashtag for whatever your specialism is... If you're a primary teacher #primaryrocks will be a treasure trove of teaching ideas, if you're a senior leader #SLTchat will be a doorway into professional development, if you work in international education look no further than #SuperbSchools a monthly twitter chat that is led by John McCance (@AlbaMcCance) and is a fantastic monthly event for international school teachers with guest including the likes of Daisy Christodoulou.

Twitter has revolutionised CPD because if you have your phone with you then you can access CPD on the bus, in the kitchen, on your sofa, having a haircut, etc.

Some teachers make it their mission to access and interact with Twitter multiple times a day and post thoughts, experiences and questions as well as share ideas, pick up tips and promote strategies.

Whittaker, Casasas and Zoul (2015) in their brilliant book What Connected Educators Do Differently, offer plenty of advice for using Twitter as a positive and powerful vehicle for CPD.

They talk about the importance of starting and cultivating a professional or personal learning network (PLN) and Twitter plays a big part in this.

Investing time in following a range of educators and investing time contributing meaningful Tweets yourself is CPD for free.

Twitter is a rich rainforest of CPD and growing a network of professional colleagues with whom you can interact with. Sharing ideas here is effortless, and there are a plethora of resources to be had for free.

Blogging

Writing about your subject passions used to be quite hard work for most teachers as only a select few would get slots in newspapers and magazines, but this is certainly not the case anymore.

Today, news media has literally flung open their doors to teachers and welcome new writers onto their websites to share their ideas, opinions and feelings.

It's commonplace now for teachers to blog for the places like Third Space Learning and The Guardian, and many have used it to sharpen their thinking, develop their ideas and grow their profiles.

Some teachers have even become 'celebrity teachers' as a result of their edu-blogging and regularly get invited to conferences to speak. Writing in itself is a CPD win-win because you are continually feeding your own development and possibly influencing others in the process.

Many teachers have their own personal websites and blogging sites where they can explore their own thinking and share with others, and these are valuable opportunities to grow as a professional, polish your craft, feed your brain and expand your development.

Writing articles for professional journals is also something you could consider - the content requirements and protocols tend to be much tighter and more stringent but this is a different type of writing that can push you to develop in new ways.

TED Talks And Videos

If you are looking to be inspired by some great teachers then take a look at some brilliant TED Talks and learn from the best. Sir Ken Robinson's creativity talk has been watched nearly 50 million times! He also picks his top ten and there is plenty more inspiration .

It's Important To Not Get Overwhelmed By The Sheer Volume Of Teacher CPD Examples Out There....

When you start digging you will find that the sheer volume of CPD available to you is enormous and this doesn't have to cost much if anything at all.

The trick is to select what works for you and don't attempt to do everything because you won't have the time.

Focus on what interests you, focus on what impact it can make in your classroom and school and focus on enjoyment.

Dipping in and out of CPD is what works for many teachers as it can fit around all your other commitments, so customise to suit your own needs.

If you are a senior leader then jump on the online CPD audit via TDT ( http://tdtrust.org/cpd-quality-audit ) and do a "temperature check" of your own CPD.

With so many CPD opportunities to access that can feed into your professional development record there really is no excuse for a professional development drought.

The bottom line is don't go busting your own budget on expensive CPD workshops - they aren't the be all and end all, especially when there is so much free CPD staring you in the face!

Progress Your CPD With The Third Space Learning Maths Hub

As mentioned above, the Third Space Maths Hub has been designed to provide teachers and educators with access to high quality CPD and maths resources at an affordable rate.

These resources have been designed to help schools raise attainment in maths for all pupils, and it is extremely easy to set up an account if you want to use all of the resources we have available.
To find out more about the Third Space Learning Maths Hub and how you can sign up, take a look at our resources page which is packed with all of the information you'll need! Further Reading

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Maths CPD For Primary Teachers: How You Can Do CPD On The Cheap!

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Everyone wants something for nothing these days, and the same can certainly be said with regards to maths CPD for primary teachers. Budgets may be getting ever tighter, but post-austerity CPD is no different from pre-austerity CPD in that effective schools have always been committed to getting the best value.

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Discover ways to develop your practice and pedagogy, and that of your school or department

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Due to the current situation with regard to corona virus, all our face to face training events have now been postponed (including international events). If you had a place booked for an event one of our team will be in contact with you, if they haven't already.

We believe that successful maths teaching is founded on highly effective professional development, maintaining active CPD gives staff, learners and schools alike the best possible outcomes.

To help you and your school to successfully develop classroom teaching we provide a range of excellent training and CPD programmes delivered by our experienced maths specialists in schools and at our training events across the UK - and now online. Click on the options below to learn more...

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Professional Development | White Rose Maths | Teacher CPD Programme

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Due to the current situation with regard to corona virus, all our face to face training events have now been postponed (including international events). If you had a place booked for an event one of our team will be in contact with you, if they haven't already.

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Excellent resource from Maths Hubs

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MathsThroughStories.org is a non-profit and research-based initiative, based at the University of Reading's Institute of Education (UK). It sets out to help mathematics learners around the world...

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This is Which One Doesn't Belong?, a website dedicated to providing thought-provoking puzzles for math teachers and students alike. There are no answers provided as there are many different, correct ways of choosing which one doesn't belong. Enjoy!

Which One Doesn't Belong?

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This is Which One Doesn't Belong?, a website dedicated to providing thought-provoking puzzles for math teachers and students alike. There are no answers provided as there are many different, correct ways of choosing which one doesn't belong. Enjoy!

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Our mission is to help you to see the maths that you use in your everyday life by opening your Maths Eyes. Unlock Your Maths Eyes.

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Good for transition too.

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We are revising in year 10 and the topics of revision are Similarity including scaling units of area and volume, Trigonometry and Pythagoras and Indices. I decided that I wanted students to practice Trigonometry and Pythagoras whilst working on changing units of measure in area and volume problems.

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Illustrated Maths Glossary

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Documents to download

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Back to Early Years

Some useful resources can be found below:

Further resources to support learning and teaching in early years mathematics are available from our friends at NCETM here and NRICH here.

Case studies from our Early Years Counting project can be found here.

Follow us on Twitter @EarlyYearsMaths

CPD

Click here to view all upcoming early years CPD & Events...

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This site is using cookies. By clicking this button, you are agreeing to our use of cookies. To find out more and how to opt-out of their use, please click here. I Agree

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EYFS Resources - East Midlands West Maths Hub

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Back to Early Years Some useful resources can be found below: Further resources to support learning and teaching in early years mathematics are available from our friends at NCETM here and NRICH here. Case studies from our Early Years Counting project can be found here.

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Clicking "Accept" will allow us and our partners to use cookies, learn more in our cookie policy or to change your cookie preferences, click "Manage".

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Maths resources for teachers | White Rose Maths

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NCETM Mastery Planning Resources

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Mastery Materials - resources supporting mastery - NCETM

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The NCETM, working with classroom-based teachers within the Maths Hubs Programme, has produced a range of materials to help schools and teachers with implementing various elements of a teaching for mastery approach, and with the associated professional development.

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the elephant in the classroom: helping children learn and love maths

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mathematics - study and teaching - great britain

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mathematics - study and teaching - parent participation

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mathematics - study and teaching - parent participation - great britain

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education & languages / education teaching

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education / teaching methods & materials / general

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juvenile nonfiction / mathematics / general

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learn maths; maths is fun; problem solving; maths help; teaching resources; education system; importance of education; practical; mathematics activities; national curriculum; conquer maths; maths practice

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The Elephant in the Classroom: Helping Children Learn and Love Maths

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Buy The Elephant in the Classroom: Helping Children Learn and Love Maths 2nd Revised edition by Jo Boaler (ISBN: 9780285643185) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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"Let's play math!"

In the theme of recess, where a treasure chest of balls, ropes, and toys would be kept for children to play with, this book holds a deep and imaginative collection of fun mathematical ideas, puzzles, and problems. Written for anyone interested in or actively engaged in schools-parents, teachers, administrators, school board members-Math Recess by Sunil Singh and Chris Brownell shows math as a playful, fun, and wonderfully human activity that everyone can enjoy... for a lifetime!

" Math Recess is a breathless ride!" - Kimberly Morrow-Leong, NCSM 2018 program chair, author of Mathematize It!

"I absolutely adore this book. With clarity, power, and exuberance, Chris and Sunil spell out and make concrete what it means to play." - James Tanton, PhD, founder of the Global Math Project

"Here's to the dabblers. The tinkerers. The fantasizers. The curious ones who believe math education can and should be about play. Here's to the humanity of friendships that lead to mathematical love. Sunil Singh and Christopher S. Brownell are bold. Go, be bold with them. All are welcome." - Mary Kemper, president of the Texas Association of Supervisors of Mathematics

"Through rich storytelling and powerful examples, Singh and Brownell make the clear case for upending math education as we know it and replacing it with an ideology we can all embrace: Mathematics is and can be deeply learned through play." - Denis Sheeran, author, Instant Relevance and Hacking Math

"Disruption begins with 'Re.' Rather than trying to fix a broken system, it is time to reimagine a new one, and Math Recess completely satisfies my appetite for destruction." - Brian Aspinall, educator, author of Code Breaker and Block Breaker

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math recess: playful learning in an age of disruption

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erziehung / bildung / allgemeines / lexika

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education / teaching methods & materials / mathematics

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Math Recess: Playful Learning in an Age of Disruption

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Buy Math Recess: Playful Learning in an Age of Disruption by Sunil Singh, Christopher Brownell (ISBN: 9781948334105) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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''How I wish I'd taught maths' is an extraordinary and important book. Part guide to research, part memoir, part survival handbook, it's a wonderfully accessible guide to the latest research on teaching mathematics, presented in a disarmingly honest and readable way. I know of no other book that presents as much usable research evidence on the dos and don'ts of mathematics teaching in such a clear and practical way. No matter how long you have been doing it, if you teach mathematics-from primary school to university-this book is for you.' Dylan Wiliam, Emeritus Professor of Educational Assessment, UCL

'How I wish I had taught maths' is a rare and wonderful book, one that could only have been written by someone with Craig's devotion to teaching and willingness to become immersed in the research literature on how people learn. In clear, concrete, and compelling terms Craig illustrates evidence-based ways to upgrade mathematics instruction, ways that are often unintuitive and/or at odds with prevailing educational practices. It makes us wish that young people the world over might have the good fortune to find themselves in classes that incorporate Craig's insights. In fact, whereas Craig writes, "I'll be honest-this book has been created for maths teachers," we think that Craig's "lessons learned" can, with some creativity, enhance any teaching.' Robert A. Bjork and Elizabeth L. Bjork, Department of Psychology, University of California, Los Angeles

It's rare that we change our habits and beliefs once they are established - cognitive bias is strong in us. And that is what makes this book so exceptional. Craig describes not only what he's learned from a methodical study of cognitive science but how he's changed over time despite his initial success. There's a joyful relentlessness to Craig's study of teaching methods. He starts out telling us he wants to "know every detail," and what makes the book so exceptional is just that- the way the story of how something he learned about teaching played out in a specific problem or lesson, was refined and improved. It's an incredibly useful book for maths teachers especially but really for anyone who teaches and cares about getting it right.' Doug Lemov, former teacher and author of Teach like a Champion, @Doug_Lemov

'This is a really thoughtful and thought-provoking discussion of a series of important and practical questions about the best way to teach.' Daisy Christodoulou, author of 7 Myths about Education and Director of Education at No More Marking, @daisychristo

'History will look back on "How I wish I'd taught maths" as a seminal book leading mainstream teachers into the new world. And who else would you want to narrate us into the unknown than Craig Barton, the leading maths educator in the UK? A role model for excellence in professional development, Craig's enthusiasm, intellect and critical skills navigate readers through vitally important and complex concepts with ease. Pulling on contemporary research from hundreds of papers and books, "How I wish I'd taught maths" concisely summarises all that we know about high-impact teaching and gives specific examples of what it looks like in the classroom. This book will quickly become a classic.' William Emeny, Teacher, Researcher, Author of Great Maths Teaching Ideas, Creator of Numeracy Ninjas, Twitter: @Maths_Master

'This book has the potential to have a huge impact on the way maths is taught. It is so refreshing to see a maths teacher honestly critiquing their own practice and suggesting alternative approaches based on sound research and analysis. Craig's warm and relatable style of writing is a pleasure to read. His book is brought to life by hilarious anecdotes and humble reflections. Craig summarises the key points of the relevant research succinctly and his advice to teachers is perfectly pitched and instantly transferable to any maths classroom. For the sake of our current and future students, I certainly hope that this book becomes essential reading for maths teachers.' Jo Morgan, maths teacher and creator of resourceaholic.com, Twitter: @mathsjem

'How I wish I'd taught maths' is an honest and insightful reflection of Craig's years as a maths teacher. Through experience, podcasting others and reading broadly, Craig carefully considers every assumption he used to make when teaching maths - assumptions we all make or made. In each chapter he forensically analyses a theme from Explicit Instruction to, my favourite, Choice of Examples, expounding his old approach and backing up his new approach with rich examples and scholarly references. Written in the way he speaks - upbeat, humble and littered with "flippin' 'ecks" - Craig brings together so many aspects of maths teaching and so many shared assumptions that there's something in here for anyone involved in maths education, including teacher trainers, early career teachers and those with many years at the chalkface. Having read How I wish I'd taught maths I'll now be a considerably stronger practitioner. No doubt this will become the defining book on maths pedagogy for generations of maths teachers.' Bruno Reddy, Former Head of Maths at King Solomon Academy and creator of Times Tables Rockstars, Twitter: @MrReddyMaths

'This is one of the most useful books on maths instruction that I have read. Craig's humility and honesty about his previous reasoning, and responses to received wisdom (and his own biases), invites the reader to examine their own preconceptions and blind spots. The volume of research behind his conclusions - and the down-to-earth summaries of its implications - make it accessible for anyone interested in maths teaching. His stories ring horribly true, encapsulating predictable errors made early (and late!) in a maths teacher's career. I wish it had existed when I trained; I might have avoided making so many mistakes, and for so long! As the debate about 'teacher standards' gathers pace, this book is a timely contribution in answer to the question "What should we expect all teachers, as professionals, to know about the craft of teaching maths to children?" . I would not be surprised if this became compulsory reading for a range of PGCE courses and teacher inductions. Craig's conclusions about how to help pupils learn interrogate the most fundamental aspects of how we think about teaching, regardless of curriculum area.' Dani Quinn, Head of Maths at Michaela Community School, Twitter: @danicquinn

'Evidence-fueled, down-to-earth, and hugely practical. The book we maths teachers have all been waiting for.' Peps Mccrea, Associate Dean at the Institute for Teaching, Twitter: @pepsmccrea

Craig Barton has been teaching maths since 2004, predominantly in two comprehensive schools in the sunny North West of England - Range High School in Formby and Thornleigh Salesian College in Bolton. Four years into his career, Craig was appointed an Advanced Skills Teacher (AST), giving him the opportunity to work with and learn from many teachers and students in a wide variety of schools. Since 2009, he has been the Secondary Mathematics adviser for the Times Educational Supplement (TES), the largest professional network of teachers in the world, reviewing, creating and sharing resources with hundreds of thousands of teachers. Craig is the creator of two of the country's most popular maths websites: mrbartonmaths.com, which provides free resources to teachers and students all around the world; and diagnosticquestions.com, a formative assessment website hosting the world's largest collection of high-quality maths diagnostic multiple-choice questions, which aims to help students and teachers identify, understand and resolve key misconceptions. Craig is the host of the Mr Barton Maths Podcast, interviewing leading figures from the world of education, such as Dylan Wiliam, Doug Lemov, Daisy Christodoulou and Dan Meyer. Craig has been fortunate enough to give talks, run workshops and work with teachers and students all over the world, from Bangkok to Basingstoke, and is the author of three (non-maths) novels. Fingers crossed he is also still married to Kate when you are reading this.

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how i wish i'd taught maths: lessons learned from research

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education / teaching methods & materials / general

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education / teaching methods & materials / mathematics

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education / teaching methods & materials / general

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education / teaching methods & materials / mathematics

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How I Wish I'd Taught Maths: Lessons learned from research, conversations with experts, and 12 years of mistakes

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Buy How I Wish I'd Taught Maths: Lessons learned from research, conversations with experts, and 12 years of mistakes by Craig Barton (ISBN: 9781911382492) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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forty pence each or two for one pound: making maths memorable

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teaching methods & materials - mathematics

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(e) 12+ years; (4) reference; (n) ordinary printed book format; (7) non-character; (9) non tie-in

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didaktik / methodik / schulpädagogik / fachdidaktik

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education / teaching methods & materials / mathematics

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Forty Pence Each or Two for One Pound: Making maths memorable, accessible and relevant

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Shares a wealth of practical resources and ideas to help teachers develop a whole-school commitment to, and enthusiasm for, improving numeracy. In Forty Pence Each or Two for a Pound: Making Maths Memorable, Accessible and Relevant, Danielle Bartram shares a wealth of practical resources and idea...

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this guidance report focuses on the teaching of mathematics to pupils in key stages 2 and 3.  it is not intended to provide a comprehensive guide to mathematics teaching. we have made recommendations where there are research findings that schools can use to make a significant difference to pupils’ learning

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and have focused on the questions that appear to be most salient to practitioners. there are aspects of mathematics teaching not covered by this guidance. in these situations

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teachers must draw on their knowledge of mathematics

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and assessment of their pupils’ knowledge and understanding.  the focus is on improving the quality of teaching. excellent maths teaching requires good content knowledge

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but this is not sufficient. excellent teachers also know the ways in which pupils learn mathematics and the difficulties they are likely to encounter

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and how mathematics can be most effectively taught.  this guidance is aimed primarily at subject leaders

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and other staff with responsibility for leading improvements in mathematics teaching in primary and secondary schools. classroom teachers and teaching assistants will also find this guidance useful as a resource to aid their day-to-day teaching.

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Improving Mathematics in Key Stages 2 and 3

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Eight recommendations to improve outcomes in maths for 7-14 year olds

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Free trial available

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Teaching maths for mastery

The whole class works through the programme of study at the same pace with ample time on each topic before moving on. Ideas are revisited at higher levels as the curriculum spirals through the years.

Differentiated activities

Tasks and activities are designed to be easy for pupils to enter while still containing challenging components. For advanced learners, the textbooks also contain non-routine questions for pupils to develop their higher-order thinking skills.

Problem solving

Lessons and activities are designed to be taught using problem-solving approaches to encourage pupils' higher-level thinking. The focus is on working with pupils' core competencies, building on what they know to develop their relational understanding, based on Richard Skemp's work.

Concrete, Pictorial, Abstract (CPA) approach

Based on Jerome Bruner's work, pupils learn new concepts initially using concrete examples, such as counters, then progress to drawing pictorial representations before finally using more abstract symbols, such as the equals sign.

Variation

The questions and examples are carefully varied by expert authors to encourage pupils to think about the maths. Rather than provide mechanical repetition, the examples are designed to deepen pupils' understanding and reveal misconceptions.

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About The Maths - No Problem! Primary Series

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The whole class works through the programme of study at the same pace with ample time on each topic before moving on. Ideas are revisited at higher levels as the curriculum spirals through the years. Tasks and activities are designed to be easy for pupils to enter while still containing challenging components.

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Find out how maths is taught at primary school. Prepare for KS1 and KS2 SATs. Tips, games, and activities to help your child with maths and times tables.

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Some free and a free trial available

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As a primary teacher, it is almost impossible to not have heard of White Rose Maths resources. Ever since the Yorkshire based group burst onto the primary teaching scene their mastery resources and sound advice have proved to be invaluable to teachers across the land, and their influence in the classroom has continued to grow year on year.
Here at Third Space Learning, we are huge fans of the work and effort that the team at White Rose Maths have put into supporting primary teachers in making a change in their schools, and that is why we have been inspired to create our own White Rose Maths-style resources for you to use in your classroom.

We will be taking a look at how the White Rose Maths scheme of work is structured, and giving you the chance to download our homage to them. These free resources provide a school-wide solution, so be sure to let other teachers in your school know about them if you find them useful!

They have been uploaded to the Third Space Learning Maths Hub (our resource library) - create a FREE account here.

Each batch of resources will be free for the entirety of the term they are released. For example, Spring term PowerPoints will be free from their release date until the end of the Spring term.

When accessing or downloading lesson resources from the Maths Hub, it is essential you are using a laptop or PC (Apple or Windows) and the web browser Google Chrome.
SPRING TERM UPDATE: Jump to our latest free resources for Year 3, Year 4, Year 5 and Year 6.
How Are The White Rose Maths Resources Structured?

As already mentioned, our White Rose style resources are the perfect classroom solution to inspire the whole school, and they closely follow the guidance set out in the White Rose Yearly Guidelines.

Below we will break down what each year group should be learning at each point of the year, and providing you with the chance to download each week's worth of PowerPoints.

White Rose Maths Year 3

In Year 3 pupils are introduced to a number of topics to help them develop basic maths skills and lay the foundations for future learning. Securing knowledge of place value plays a huge role in Year 3 maths, but other topics include addition, fractions and measurements.

The Year 3 White Rose Maths Curriculum:
White Rose Maths Autumn Term: Year 3 Resources Weeks 4-8: White Rose Maths Spring Term: Year 3 Resources Weeks 10-11: White Rose Maths Summer Term: Year 3 Resources Year 3 White Rose Maths Block 5: Fractions Year 3 Addition & Subtraction Lessons
Weeks 1-3: Year 3 White Rose Maths Block 1: Fractions

Weeks 4-6: Year 3 White Rose Maths Block 2: Time

Weeks 7-8: Year 3 White Rose Maths Block 3: Geometry

Weeks 9-11: Year 3 White Rose Maths Block 4: Mass and Capacity

White Rose Maths Year 4
White Rose Maths Autumn Term: Year 4 Resources White Rose Maths Spring Term: Year 4 Resources White Rose Maths Summer Term: Year 4 Resources
By Year 4 most pupils have a firm grasp of more basic maths skills and their mental maths recall should slowly be becoming automatic. Security in times tables knowledge up to 12 x 12 is important, and reasoning should begin to come to the fore when pupils are presented with questions that really challenge them. Topics that will be covered this year include time, geometry and area.

The Year 4 White Rose Maths Curriculum:

Weeks 1-2: Year 4 White Rose Maths Block 1: Decimals

Weeks 3-4: Year 4 White Rose Maths Block 2: Money

Week 5: Year 4 White Rose Maths Block 3: Time

Weeks 6-7: Year 4 White Rose Maths Block 4: Statistics

Weeks 8-10: Year 4 White Rose Maths Block 5: Properties of Shapes

Week 11: Year 4 White Rose Maths Block 6: Position & Direction

White Rose Maths Year 5
White Rose Maths Autumn Term: Year 5 Resources White Rose Maths Spring Term: Year 5 Resources
By the time pupils reach Year 5 they should be confident with both one and two-step problems using the four operations, either singularly or mixed operation problems. Whilst there is still a focus on times tables, more of a focus will be on further mental strategies. Topics such including statistics, decimals and the properties of shapes will all be taught over the course of Year 5.
White Rose Maths Summer Term: Year 5 Resources
The Year 5 White Rose Maths Curriculum:

Year 5 White Rose Maths Block 2: Fractions, Week 4-9: Lessons 1-10 and Lessons 11-20

Weeks 1-4: Year 5 White Rose Maths Block 1: Decimals

Weeks 5-7: Year 5 White Rose Maths Block 2: Properties Of Shapes

Week 8: Year 5 White Rose Maths Block 3: Position & Directions

Weeks 9-10: Year 5 White Rose Maths Block 4: Converting Units

Weeks 11: Year 5 White Rose Maths Block 5: Measuring Volume

White Rose Maths Year 6
White Rose Maths Autumn Term: Year 6 Resources White Rose Maths Spring Term: Year 6 Resources
The work that takes part in Year 6 maths lessons is a mixture of consolidating previously taught topics and strategies and new concepts and further challenge too. Pupils should be working independently now and be able to work on three-step problems. Topics such as fractions, algebra and investigations are all taught in Year 6.
White Rose Maths Summer Term: Year 6 Resources
The Year 6 White Rose Maths Curriculum:

Weeks 10-11: Year 6 White Rose Maths Block 6: Ratio (coming soon)

Weeks 1-2: Year 6 White Rose Maths Block 1: Geometry

Weeks 3-5: Year 6 White Rose Maths Block 2: Problem Solving
White Rose Maths Assessments
Week 6-7: Year 6 White Rose Maths Block 3: Statistics

Weeks 8-11: Year 6 White Rose Maths Block 4: Investigations

Once lessons have been taught and information (hopefully!) absorbed, it is always good to be able to assess just how much has been learnt by your class. Fortunately, the team at White Rose have provided many 'End of Block Assessments' to help you judge pupil progress, and you can find them here.

Planning Lessons Using Our New White Rose Style Resources

We created our ready-to-go lesson slides to be just that - look them over the night before, get the relevant concrete resources out ready in time for the lesson, then just press play on PowerPoint and you have a steady stream of questions and activities based on White Rose Maths Hub's gold standard mastery scheme, with great inspiration taken from the White Rose Maths small steps documents and White Rose Maths resources shared by the team at White Rose Maths Hub. Our ready-to-go lesson slides are intended for mixed ability, whole class, mastery Maths teaching, with differentiation made possible by the level of adult or peer support, the pacing of activities, or the continued use of concrete resources or pictorial representations to support learning throughout each lesson.
Step 2:
Our White Rose Style Resources - Step By Step Step 1:
Step 3:
Each lesson begins with a starter activity designed to warm the children up for their mathematical learning. Our starters are designed to allow them to begin reasoning from the first slide.

We then move into a sequence of talking time slides - having been teachers ourselves we well know that moment when you've thought of one addition calculation or word problem about percentages, but somehow the class manage to answer it really quickly and... your mind's gone blank!

Before an Activity (when children are set off to work independently, in groups, pairs or with their one:one adult support), we provide at least a few demonstration questions: one for you to model the strategy relevant to each day's lesson, another for your pupils to work through in tandem with you, and others for the class to attempt independently, in pairs, as a table group, or with the support of a more able peer or their one-to-one adult - all the while allowing you another opportunity to assess their readiness for the activity ahead.
(We're also big believers in micro-differentiation, meaning each talking time question or question within each activity is slightly more challenging than the last, allowing pupils to grow in confidence and attainment as each lesson progresses.)

What Will You Find In The PowerPoints?

The first activity or two focus on achieving fluency in each day's areas of maths, be it recognising the values of digits within numbers, mental multiplication, or subtracting a fraction from a mixed number.

The final activities within each of our ready-to-go lesson slides tend more towards reasoning and problem-solving tasks, allowing each child (regardless of how their ability has been perceived in the past) to attempt a task that otherwise might have been considered a 'gifted and talented' or greater depth challenge.

Finally, each of our lesson slides closes with an evaluation task. An opportunity for the children to finish the lesson as they began, reasoning and explaining what they have recently learnt about maths - and a final opportunity for you to assess their progress, mathematical vocabulary and the depths they have achieved as a result of their learning during that day's mathematical tasks and activities.
Join The 1000's Of Teachers Already Loving Our White Rose Style PowerPoints
Why Are The White Rose Resources So Popular?

The sheer volume of resources and depth that they go into means that the White Rose resources are here to stay. Their ease of use means that primary school teachers love them, and with a mixture of foundation building and challenging and stretching questions included they are the perfect resource for every classroom.

Time is precious in the classroom, and our PowerPoints have proven popular amongst teachers all around the UK since we launched them at the start of the school year. The following are just a flavour of what teachers have been saying about them so far:

They have been able to help with work/life balance:

The PowerPoints are a fantastic way to save time:
If you're looking for other ways to engage your pupils with maths, take a look at the 20 maths strategies we use at KS2 to guarantee success for every pupil.
Let us know if you agree with these teachers on our social media!

We think you will love our White Rose Maths style PowerPoints and resources, so take a look, let us know what you think and most importantly enjoy them!

KS2 Interventions 2019-20 - Boost attainment and confidence from September

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[FREE] White Rose Maths Resources: Downloadable Slides For Teachers

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As a primary teacher, it is almost impossible to not have heard of White Rose Maths resources. Ever since the Yorkshire based group burst onto the primary teaching scene their mastery resources and sound advice have proved to be invaluable to teachers across the land, and their influence in the classroom has continued to grow year on year.

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Links to Courses, training and Resources

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The Enigma Maths Hub is based at Denbigh School in Milton Keynes and provides Professional Development for Mathematics Teachers across the region.

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Some free samples

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"The choice provided for every year group, block and step is outstanding: from fluency work to discussion problems. I can always find tasks to support, challenge, engage and inspire my learners." Emily
Teacher - Bradford

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Home - Primary Teaching Resources, Worksheets & Activities

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Our selection of worksheets, resources and activities created by teachers for teachers. Join Over 100,000 members with over 8,000 resources.

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Some free resources

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I See Maths - be inspired by mathematics

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Providing the ideas, resources and training to deepen learning in primary mathematics. I See Maths makes learning practical, visual and exciting!

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Collated by year group objective

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Gary Hall is based in East Yorkshire, England, with a background in education, marketing and technology. This site is a collection of ideas and resources on these topics.

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​Whether you are an experienced teacher, a teacher trainee, a teacher educator, a parent, a researcher or a policy maker, we hope you will find this website interesting and useful. Specifically, we want to share with you the benefits of te﻿aching and learning mathematics through stories and creative writing, as well as to offer practical ideas for teachers and parents on how to embrace this approach.

This website has been designed and continuously developed based on the feedback we receive from the key stakeholders as noted above. There are plenty for you to do on this website, including, but not limited to:
Please take your time to explore the website using either the menu bar at the top of the page or from the menu below.

Finally, consider s ubscribing to our free quarterly newsletters, and please help spread the word about our project and its website :-)

Best wishes,

Dr. Natthapoj Vincent Trakulphadetkrai B.A. (Hons), M.Sc. (Oxford), M.Sc. (London, UCL), Ph.D. (Cambridge), QTS

@NatthapojVinceT Natthapoj.org

Associate Professor of Mathematics Education
​University of Reading (UK)

Founder & Principal Investigator
​MathsThroughStories.org
​

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The discussion around whether it is better to set for maths or teach mixed-ability groupings is an age old one, but having done a lot of research in this area, I have always been persuaded by the efficacy of true mixed-ability grouping.

Putting this into practice, though, is difficult. However, three years ago I took the plunge. And the children are starting to see the benefits.

As a guiding principle throughout the process I tried to focus on three things:

What problem am I trying to solve?

What does the research evidence tell me?

What do I need to overcome to achieve my goal?

What was the problem?

In the year groups that were setting, between 25 per cent and 40 per cent of each year group were in the lowest ability groups, with between 30 and 75 per cent of the disadvantaged children in these cohorts being taught in the "bottom set".

As a result of this, the difference in both outcomes and progress for disadvantaged pupils in mathematics was widening, compared to their non-disadvantaged counterparts.

From a social mobility standpoint, it appeared that setting was suppressing the potential of our disadvantaged mathematicians.

What did the research say?

The available research pointed to the benefits of mixed-ability teaching, including social equitability, narrowed diversity of attainment, and children of basic problem-solving ability being able to observe and learn from their more experienced peers ( Whitburn, 2001).

Additionally, I felt that improving pupil self-perception, and teacher expectations, of what the classically "slower grasping" children could do would help them to better engage with the subject.

What challenges were there?

I often find when introducing a new (or radically different) approach to developing learning, that helping change the beliefs of staff is one of the first steps to embedding change successfully.

All people, including myself, are subject to some level of confirmation bias (trusting what supports their current view and disregarding anything that challenges it).

By doing research, using techniques that are demonstrably successful, and providing a strong evidence base, that bias can be overcome.

In my case, I had all of the evidence to hand, but needed to make it clear what the benefits for the children's learning would be.

What did I do?

Some teachers, I knew, would take to it straight away; others had worked for some time in an opposing mode and would need more CPD and support to help effect the changes.

By helping teachers go back to the roots of good mathematics teaching (using concrete-pictorial-abstract approaches), pupils at differing levels of understanding are able to access similar problems.

Sourcing good quality problems (the NCETM and Nrich maths project are good places to start) helps to generate mathematical conversations between children, exposing those who were slower to grasp concepts to a greater depth of vocabulary than they previously would have encountered.

Teachers use their input as an assessment tool, and quickly direct their intervention in the lesson to those who need it, cutting away groups of children to work without adult support as they develop confidence and fluency.

In order to ensure children don't develop gaps in their understanding, same day (where possible) interventions are run by teachers to address misconceptions from the day's lessons.

What was the impact?

When measuring the current impact of the change in approach, some caveats need to be applied. The move to mixed-ability teaching was introduced alongside developing mastery, using pictorial examples with pupils more effectively and a change in mathematics scheme. Any effect on pupil learning is likely to be as a result of a combination of these approaches rather than being attributed to any single one.

However, last year saw a huge jump in mathematics progress at the end of KS2, and in-year data shows improving numbers of pupils in all groups attaining the expected standard.

External moderation (including Ofsted) has commented on the quality and consistency of approach for all groups of pupils in their ability to problem solve, and the next step is to further develop peer assessment within mixed-ability groupings.
Jon Parsons is deputy headteacher at White Meadows Primary Academy

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How switching to mixed-ability maths boosted our results

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The discussion around whether it is better to set for maths or teach mixed-ability groupings is an age old one, but having done a lot of research in this area, I have always been persuaded by the efficacy of true mixed-ability grouping. Putting this into practice, though, is difficult.

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Diagnostic Questioning Prompts for Reasoning

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Diagnostic Questioning Prompts for Reasoning

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"...the single greatest step forward in AFL in the maths classroom for years. I think it would be hard to find any better AFL strategy out there."
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"Discover key misconceptions before you teach, track progress, review students explanations and quickly give personalised feedback."
Mohammed Ladak, mathedup.co.uk

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Better results, more confidence, less time

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Useful for Booster Groups and helping at home

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Maths Games for KS2: designed by a teacher for teachers - Mathsframe

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Mathsframe has more than 200 interactive maths games and 300 maths worksheets and assessments linked to the new curriculum. All resources are designed by an experienced KS2 teacher. New games and worksheets are added regularly.

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This is packed full of useful ideas.

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From Mrs F's blo

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From Mrs F's blog

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Free download

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Affinity Times Table Toolkit - Are you ready for the Year 4 2020 MTC?

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This is a full package of FREE resources to improve times table recall. It is intended to be applied at whole school level but can also be used within individual classes. This toolkit includes: Scheme of work for teaching times tab...

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Free download

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Math Education Experts Share What Tools and Strategies They Use to Support Students.
A Post By: Anthony Persico
What works in math education is constantly evolving. Math teaching strategies and techniques that were once commonplace in the classroom several years ago are now being replaced with more effective, research-backed methods aimed at making mathematics a more approachable, meaningful and equitable subject.

I recently reached out to 16 math education experts, including Stanford University Math Education Professor Jo Boaler, and asked the following question: What new belief, behavior, teaching habit, or tool has most improved your teaching over the past 12-18 months and why?

The diverse collection of responses below will help you to identify some new strategies to add to your teaching toolbox and ultimately assist you in becoming a more effective math educator who is better equipped to meet the needs of your students. Enjoy!

Eddie Says...
I have been exploring the power of open-endedness in mathematics classroom over the last couple of years, and love the way that it has helped me tease out mathematical thinking in my students. It's so easy for students to fixate on getting the "right answer" when facing a question in mathematics, and I love the way that open problems emphasize the aspects of reasoning and communication. It's also fantastic to see how easily a task can be reshaped so that it has a low floor and a high ceiling, to ensure that struggling learners can access the activity and highly competent mathematicians can also find rich avenues for exploration and investigation.

Chris Says:
In the past few years, I've made the change to get kids holding shapes and equations in their hands more often. It usually starts by handing out some combination of paper, scissors, rulers, colored pencils, tape, and glue sticks to my students, nothing fancy. What happens next is I try to help them "see" how a surface area formula works by building a triangular prism or help them "visualize" how a parabola is formed by drawing a series of lines on a grid. And when math is more than just numbers and letters on a worksheet or an answer on a calculator, it is suddenly something beautiful, creative, and worthy of exploration and discovery.

Kristen Says:
It's amusing that number lines have been around forever, but are so underutilized in helping students with making connections to a bigger picture. When I stumbled upon Clothesline Math (used as an open number line), my students' number sense improved greatly. Clothesline Math has helped my students see the interconnectedness of how math works.

You can learn more about clotheslines math on Kristen's website.

Kyle Says:
Over the past 12-18 months, one of the biggest epiphanies I've had is how important it is to actually understand the math. I'm not talking about how to "do it", but developing the conceptual understanding of the how and why it works, the connections from one idea to another, and how it develops in young children all the way to high school mathematics. Currently, I've been building my own understanding of Proportional Reasoning and I've built out a full course for members of the Make Math Moments Academy. You can learn more about it here: makemathmoments.com/academy.

Makeda is a math educator and 2020 Teacher of the Year Recipient in Port St. Lucie, Florida. You can follow her on Twitter @thebromenator.

Makeda Says:
Over the last year-and-a-half, I have become more and more aware of social justice education on teaching and how I play an integral role in that. While our classrooms may be more diverse, much of our teaching practices have not changed to support the diversity in our classrooms. Twitter chats and movements like #ClearTheAir, #HipHopEd, and #EduColor have helped me become a better math educator for all of my students and I now support other teachers in doing the same. All of our students deserve equal learning opportunities, I hope the math community commits to engaging in this work!

Brian Says:
For me, two tools have greatly impacted my teaching pedagogy. Both Scratch and Minecraft offer a sandbox environment for students to create content, try something new, immerse themselves in mathematics and be creative. Not only do they support a constructivist approach to learning, students receive immediate feedback from the tools, freeing up teacher time to consolidate with other students.

Brian shares lesson plan examples on his blog at brianaspinall.com and in his books, Code Breaker and Block Breaker.

Learn more: How to use Minecraft: Education Edition in Your Classroom

Alice Says:
Students who think they struggle in math are all thinkers. I have yet to meet a kid who isn't a thinker. Instead of giving them DOK 1 problems I use OpenMiddle and other interesting problems where step one is... hmmm, I'm not sure, let me think about it. Turns out they are math people.

The other thing I do is tell a story using Google Slides to explain the math problem. Show your feelings, step .1 take a selfie, show how you collaborated, you're required to google something... and explain it.

Jennifer Says:
I enjoyed a glorious 27-year teaching career and something that completely transformed my practice was embedding an inductive teaching approach. The inductive teaching approach creates an environment for students to uncover the beauty and creativity of mathematics for themselves through inquiry based learning.

The inductive teaching approach encourages students to inquire through experimentation, enables connections between different topics to be made, and supports deep conceptual mathematical understanding which gives students the ability to apply and transfer to different contents.

Learn More: What Does Inquiry-Based Learning Look Like in the Math Classroom?

Berkeley Says:
Is it possible for tasks to differentiate themselves while communicating the idea that math is about relationships (not answers)? This year I took my questions to another level with Open Questions from Marian Small. Instead of "12 is 2/3 of ___" she would pose "___ is 2/3 of ___." Suddenly the task is more accessible and more challenging. Plus, it encourages students to focus on ideas and relationships instead of answers. For more, check out Marian Small's great books, including Good Questions (look for the 3rd Edition).

Lauren is a High School Math Teacher, doctoral student at the University of North Carolina at Greensboro, and national presenter. You can follow her on Twitter@LBmathemagician.

Lauren Says...
Collective learning is a new term that I am fascinated by, and love finding evidence of it in educational spaces. As educators, we often focus on the learning that we hope is occurring in the students who enter our classrooms. As math coaches, we hope to see the confirmation of learning as educators make adjustments to their practice. Both of these are examples of individual learning. There is a powerful type of learning that is harder to visualize, collective learning, or the learning that is happening between a group of people. For example, in a classroom that promotes student discourse, two students may learn different things from a lesson. The conversation that is facilitated between them will multiply the learning that occurs in that room, as each student brings their individual learning and jointly shares with the others. As a teacher, I often forget about asking myself, "What did we learn collectively today?", not as an offshoot of "I taught it, so they learned it.", but from the richness that was created from being together.

Peter is an Education Professor at Simon Fraser University in British Columbia, Canada and Math Education Consultant. You can follow him on Twitter @pgliljedahl.

Peter Says:
My favorite practice for the last few years is the use of visibly random groups. Although it is something I have been researching and publishing on for many years, it is a practice that still keeps giving me new surprises every year. It emerged as a reaction to my research that was showing that both self-selected and strategically formed groups create a space where the students know what their role will be that day-and for many, that role was not to think. Random groups does not create this. In addition, random groups bypasses all our biases of what students are capable of, reduces social barriers, and drives more autonomous learning behavior. More recently, it has also shown that students take random groups as a sign of confidence in them as learners and thinkers.

Margie Says:
I was greatly influenced by The Formative 5. I taught in a district that was committed to infusing literacy strategies across content areas, so assessing BDA style in math was something I was very familiar with, but The Formative 5 took the idea of checking for understanding throughout a lesson one step further. I knew there were certain points in each lesson where understanding was critical to moving forward, but I couldn't put my finger on it until the idea of a Hinge Point was introduced in the book and that was revolutionary to me.

Sunil Says...
As a math educator, we tend to be caught up in the micro details of problem solving and strategies more often than not. While this makes sense, given the analytical nature of mathematics, I have found that some of the more valued human qualities are equally important in students trusting the journey of learning mathematics. For me, the idea of kindness as a virtue, has become a pillar in teaching mathematics. Through kindness we build trust and friendship, which facilitates a learning environment that allows risk, failure, and the acquisition of resilience.

Denis Says...
I've been an administrator for the past seven years, supervising math teachers and departments in NJ. In fact, it was in the early part of that experience that I was inspired to write Instant Relevance, Using Today's Experiences to Teach Tomorrow's Lessons. One of the biggest shifts that needs to happen in the classroom is less teacher talking and more student discourse. The saying goes, "whoever is doing the talking is doing the learning" and that needs to be a focus in math classrooms. So I came across a tool that measures the amount of time teachers and students are talking in the classroom by identifying your voice, multiple voices, and volume and then graphs the data for you on demand. It's called TeachFX. They call themselves a Fitbit for teachers that measures student engagement. As a full time math consultant now, I use the tool during professional development sessions and during teacher observations to give objective feedback to teachers after observing their classrooms. You'd be shocked to find out how much talking most teachers really do, when they do it, and how that contrasts what they thought they'd be doing.

Mark Says...
For years, I have believed the most important thing we can do as educators is to plan for rich learning experiences, so our students could learn through problem solving. After years of being a math coach, I now see that providing rich experiences isn't enough. If we are aiming to make sure we are maximizing learning in our classrooms it takes us as the teachers to be learning about our students as developing mathematical thinkers, and to be continually curious about their understanding. That is, we need to be noticing and wondering about our students regularly. This is the essence of what assessment means. Here are strategies and practical advice to help us notice and wonder about our students: Noticing and Wondering - A Powerful Tool for Assessment.

Learn More: Using Notice-Wonder Activities to Support Math Learning

Jo Says:
My teaching has been most helped by the knowledge that connected brains are the most powerful and that when we engage students in mathematics through multiple forms of activity - drawing, writing, moving, modeling, building, calculating, and more-they learn most effectively. Mindset messages are very important but they need to be accompanied by the opening of mathematics teaching, so that students see the potential for growth. When we combine growth messages with open, growth teaching, mathematics becomes a beautiful subject for students. We share many ways to do this on www.youcubed.org and in my book Mathematical Mindsets.

Learn More: 5 Growth Mindset Books Every Math Teacher Should Read

Of course the above strategies, suggestions, and ideas for teaching math just scratch the surface of all there is to learn about the art of teaching mathematics effectively. Subscribe to our mailing list here to get more free daily resources, lesson plans, and insights for K-12 math teachers in your inbox every week.

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What Math Teaching Strategies Work Best? 16 Math Education Experts Share Their Suggestions. - Mashup Math

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What Math Teaching Strategies Work Best? 16 Math Education Experts Share Their Suggestions. Math Education Experts Share What Tools and Strategies They Use to Support Students. A Post By: Anthony Persico What works in math education is constantly evolving. Math teaching strategies and tech

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Lots of other helpful resources too.

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Free resource

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A different Mathematics lesson starter for each day of the year designed to engage learners with a range of puzzles, exercises and creative ideas. Click on a date in the calendar above for the Starter Of The Day.

You can embed the Starter Of The Day calendar into your own school website or blog.

"I have used your website for the last four years for free and felt guilty every time I used it as it is so brilliant and I feel guilty getting something so good for free. It has changed the way I teach (and after 35 years of teaching that is a real achievement). I now think it is time I paid for the pleasure of using the site."

Clive, UK

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math maths mathematics numeracy mental starter arithmetic daily starter lesson numbers algebra

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A different Mathematics lesson starter for each day of the year designed to engage learners with a range of puzzles, exercises and creative ideas.