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© Crown copyright 2010 Children who appear to get ‘stuck’ at level 2C in mathematics ~ how do we solve the problem? March 2010.

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Presentation on theme: "© Crown copyright 2010 Children who appear to get ‘stuck’ at level 2C in mathematics ~ how do we solve the problem? March 2010."— Presentation transcript:

1 © Crown copyright 2010 Children who appear to get ‘stuck’ at level 2C in mathematics ~ how do we solve the problem? March 2010

2 © Crown copyright 2010 Aims of the session To become familiar with recent research into children who get stuck at Level 2C at the end of KS1 To discuss how identified barriers might be overcome and what actions can be taken to ensure greater progress can be made To consider what CPD opportunities might be provided to support these children and their teachers 2

3 © Crown copyright 2010 Reasons for this research Concern over the high number of children who attain 2C at KS1 but make slow progress and do not attain L4 at the end of KS2 To identify aspects of mathematics that appear to present barriers to learning for whose achievement has ‘stalled’ at 2C To support teachers and schools to plan appropriate intervention to help such children 3

4 © Crown copyright 2010 Research available on NS website Provide weblink here 4

5 © Crown copyright 2010 Current materials Overcoming barriers L1-2Securing Level 2 5

6 © Crown copyright 2010 Current materials Making Good Progress in KS2 mathematics Keeping up – pupils who fall behind in KS2 MGP document, but in more detail. Same picture; BKT-EN 6

7 © Crown copyright 2010 RAISE ~ stickmen charts 7

8 © Crown copyright 2010 Key themes Focussed around AT1 and AT2, notably: –Understanding and using place value –Mental calculations –Solving problems –Recording methods –Understanding and using mathematical vocabulary 8

9 © Crown copyright 2010 The problems: where do children get stuck? 9

10 © Crown copyright 2010 The problems: where do children get stuck? 10

11 © Crown copyright 2010 Handout 2 ~ Task Using the test questions as a starting point, identify: the likely barriers those children ‘stuck’ at level 2C might encounter; possible follow up interview tasks and probing questions you might use to pinpoint and analyse the nature of the barriers; the teaching and learning experiences that would help these children to progress 11

12 © Crown copyright 2010 Conclusions ~ Children need to be taught: to recognise the value of each digit in a 2-digit number, to use this knowledge to partition 2-digit numbers, combine tens and units to form a 2-digit number and to order 2-digit numbers how to use and apply their knowledge of counting in tens, to count a large number of objects efficiently and accurately, counting on and back in tens from any 2-digit number and finding the total of a set of coins that includes 10p pieces how to use their knowledge of counting in tens and their recall of number facts to begin to calculate efficiently using 1- and 2-digit numbers that subtraction can involve finding the difference between the number of objects in two sets or the difference between two numbers, and to recognise how this operation relates to addition how to use number sentences to represent practical situations, especially those involving subtraction or multiplication, and how to interpret and solve number sentences that have missing numbers 12

13 © Crown copyright 2010 How could the Securing level 2 and OB L1-2 materials be used with teachers to support these level 2C children ? Take a question from Handout 2 that causes particular problems Find corresponding support pages from the Securing level 2 and OB L1-2 materials Discuss how this process could be modelled with teachers What might teachers find difficult, and how they might be overcome? 13

14 © Crown copyright Future working? Is this something that could purposefully help you and your schools to identify pupil gaps and support teachers to find solutions? Could you work with 1 or 2 children in a school who are stuck at Level 2C and be prepared to feedback at a future consultant meeting?

15 © Crown copyright 2010 Crown copyright The content of this publication may be reproduced for non-commercial research, education or training purposes provided that the material is acknowledged as Crown copyright, the publication title is specified, it is reproduced accurately and not used in a misleading context. For any other use of this material please apply to OPSI for a Click-Use, PSI Licence, or by writing to: Office of Public Sector Information Information Policy Team National Archives Kew Richmond Surrey TW9 4DU Web: The permission to reproduce Crown copyright protected material does not extend to any material in this publication which is identified as being the copyright of a third party, or to Royal Arms and other departmental or agency logos, nor does it include the right to copy any photographic or moving images of children or adults in a way that removes the image or footage from its original context. 15


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