Relevant contexts for learning mathematics

In each project, the pupils were actively engaged in their learning, applying their mathematics skills to solve problems. The pupils enjoyed this work and were able to extend their learning in a real and meaningful way. Attainment was raised for all pupils with assessment evidence in the form of written work, observation of the pupils and dialogue between teacher/pupil and pupil/pupil.

Application of the principles for curriculum design

Challenge and enjoyment - The teacher listened to the children and considered their prior knowledge at the planning stage. She then intervened to ensure the learning activities were structured and challenging. The children had a key input into the types of learning activities they wanted to be involved in. This approach to planning which involves pupils, and responds to their interests and needs, also contributes to personalisation and choice. The projects included a variety of planned opportunities to explore different activities making creative use of both indoor and outdoor learning environments.

The experiences and outcomes were used to design a breadth of learning activities, including aspects such as enterprise and financial education. They were also used to ensure progression across the various aspects of mathematics being delivered. In addition to this, other curriculum areas were also used as a mean of delivering aspects of numeracy across learning, thus promoting coherence by helping children to see the links between different aspects of learning within and across curriculum areas. These included literacy, health and wellbeing, technologies and social subjects.

The teacher spent time discussing the learning and providing opportunities for children to explain their learning to others and apply what they had learned in different contexts and this added depth to the learning.

For each project the teacher, along with the pupils, selected content and activities which connected with the children’s experience, learning and interests in and beyond the school environment.

Next Steps

• Continue to develop rich tasks for learning in mathematics.
• Ensure that the planning process involves teaching staff and pupils talking together about learning activities and contexts for learning.
• Create a way of recording pupil learning which reflects skills progression and implementation.