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Primary Magazine - Issue 100

Created on 10 January 2018 by ncetm_administrator
Updated on 26 January 2018 by ncetm_administrator


Primary Magazine Issue 100'100' by Tim Green (adapted), some rights reserved

Welcome to Issue 100! In celebration of reaching this century of Primary Magazines, we’re asking Can You Make 100? This task from NRICH is suitable for developing problem solving and practising fluency with pupils in KS2 and KS3. And on that theme, this is a special edition of our Primary Magazine, examining continuity of approach from primary to secondary school, a transition that has long been identified as a time when pupils can experience a dip in both achievement and engagement in maths.

By focusing on two areas of maths in particular - fractions and subtraction - our two articles suggest more generally, how the use of consistent models, images and emphasis on deep understanding can be maintained across the phases. The intention is that the maths at KS3 feels familiar to pupils making the transition, so that they can build on what they already know, rather than having to learn it all again ‘because we do it like this at secondary’. Also, building strong models of concepts in primary school will support much more complex maths, as pupils progress through secondary school and beyond.

Continuity through the Y5-8 transition is a theme being developed by teachers in one of the Maths Hubs’ Network Collaborative Projects. For more information or to get involved, contact your local Maths Hub.

Don't forget all previous issues are available in the Archive.

This issue's featured articles

Adding meaning to subtracting
Robert Wilne is one of the Work Group Leads for the ‘Improving Continuity Across the Y5-8 Transition’ Network Collaborative Project. In this article, he argues that strong and explicit models of subtraction should be continuous throughout the school phases. He shows that primary children can be taught to represent and think about subtraction in a way that will be just as applicable to algebraic contexts in KS3 and beyond, as it is to numerical problems in KS1 and 2.

Continuity and development in the teaching of fractions across KS2 and 3
This article looks at the fundamental concepts in the area of fractions that the curriculum requires children to engage with in primary school, and how these develop in KS3. For each of these, there is an example question intended to reveal the depth of children’s understanding of fractions, and their ability to reason their way through unfamiliar problems.

And here are some other things for your attention:

  • Due to significant new funding in support of our work, the NCETM and Maths Hubs are expanding, with a number of new posts being advertised. See our recruitment page for details
  • Our most recent podcast features a conversation with Jonathan Leeming, a Primary Mastery Specialist from Lancaster, who wrote about Teacher Research Groups in the last issue of the magazine
  • The EEF has published a report, Improving Mathematics in Key Stages Two and Three, with eight detailed recommendations for good practice. In this blog, one of the lead researchers explains how these recommendations align with a teaching for mastery approach
  • Our professional development materials for primary teachers using a teaching for mastery approach are now complete for the strand Y1: Number, Addition and Subtraction
  • We're launching our first Facebook group! Aimed at KS1 teachers, we are promoting lively discussion and sharing of observations, experiences, suggestions, questions and thoughts about maths in Y1 and Y2 classrooms. You can apply to join now – we'll be opening it up for discussion on 1 February
  • Last November, Ofsted published Bold beginnings, an analysis of curriculum provision for the Reception year in a sample of good and outstanding primary schools
  • NSPCC Number Day takes place on 2 February: register now to involve your pupils in a national fundraising day that raises the profile of mathematics.

Image credit
Page header by Tim Green (adapted), some rights reserved



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