Multiplication Tables: testing for fluency and teaching for understanding

Times tables fluency

Written by Louise Pennington,  Professional Development Leader for maths at Oxford University Press. The Multiplication Tables Check The Standards Testing Agency (STA) published the Multiplication Tables Check Assessment Framework in November last year. This document contains some key information about the Year 4 testing that will be statutory from June 2020: Voluntary pilot 10-28th June 2019 3 week window in June 2020 […]

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Changing the Maths Culture in our School

Head Teacher of Yarborough Academy, Hannah Albery, shares the journey of changing the maths culture in her school. “…this was mastery, but it also transcended everything. It was just good maths teaching. And, for me, that’s what mastery is. Teaching for understanding. And, that’s what Numicon gives us.” When the new curriculum came into place, […]

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Mind your language

If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart. (N.Mandela) Our children’s world revolves around using huge amounts of highly advanced accessible technology. Surrounded by computers and social media, children “chat” more than ever, but spend less […]

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Securing comprehension in reading – 3 steps to success

Good reading comprehension is a critical skill, fundamental to learning across the curriculum, to reading for pleasure and for success in life. Helping children to develop this skill can feel like a challenging process. However, a strong body of research evidence, including a recently published report from the  Education Endowment Foundation , reveals three identifiable aspects that underpin […]

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Mastery of maths in action in Singapore

At Coldfall Primary School, we recently adopted the Inspire Maths programme and teachers are working hard to bring the ‘Singapore’ or ‘mastery’ approach into their lessons. But what does teaching for mastery look like in the Singapore classroom? How do teachers use textbooks and how do they ensure that children are appropriately challenged and supported? […]

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