1 / 20

Helen Kingdon Leader of Curriculum Brooke Primary School

Helen Kingdon Leader of Curriculum Brooke Primary School. Can involvement in real life mathematics improve using and applying skills for a group of underachieving Year 5 pupils?. Context. We are a significantly above average size primary school – in the largest 20% nationally.

rogerrichardson
Download Presentation

Helen Kingdon Leader of Curriculum Brooke Primary School

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Helen KingdonLeader of CurriculumBrooke Primary School Can involvement in real life mathematics improve using and applying skills for a group of underachieving Year 5 pupils?

  2. Context • We are a significantly above average size primary school – in the largest 20% nationally. • No significant difference between the number of girls and boys • In line with national average for children who have free school meals. • We are below the national average for pupils with Special Educational needs but a significantly above average number of pupils who have statements. • We are a largely white British population with only 3% from minority ethnic backgrounds.

  3. Background • We identified that within our cohort of year five, a lot of the children were struggling to make satisfactory progress within mathematics. We discussed the reasons for this and concluded that the children needed to have real life contexts in which to apply their mathematical learning.

  4. Constructionism • Constructionist learning is inspired by the constructivist theory that individual learners construct mental models to understand the world around them, by reflecting on their personal experiences and relating their new knowledge to that which they already know. • When researching into this area we found... • Papert (1991), believed the way forward in the teaching of numeracy was construction and creativity. Children might want to learn if it involved creativity. • This was also backed up by Sir Ken Robinson in 2006 who states children are born with creativity (the ability to take risks) but our education system educates this belief out of them.

  5. Constructionism We decided to adopt the constructionism approach. • Dan Meyer video clip • Maths class needs a makeover. • (TED Talks)

  6. Year 5 Teaching now includes • More use of multimedia ( real world in the classroom) • More encouragement of student intuition – starting point for learning (creating a more level playing field) • Short questions / more open questions • More opportunity for the students to build the problem • Being less helpful (as a teacher – more facilitating learning) Creating a higher quality curriculum

  7. Brooke Tuck Children made logo’s and we used the good parts from a few to make the final logo. Why did we need a healthy tuck shop?

  8. The pupils carried out research into which products would sell the best within Brooke Tuck. The Children worked out unit costs for each item using division and multiplication strategies.

  9. Event Day

  10. Preparing smoothies Measuring

  11. Grand Opening Money calculation

  12. End of year 5 • After our Small Business project which gave the children in year 5 a real life context in which to apply their mathematics skills and attach it to real life situations; • 2 out of 23 children made no progress by the end of year assessments in June. (8%) • 11 out of the 23 made 1/3 of a level progress(48%) • 5 out of the 23 made expected 2/3 level progress (22%) • 5 out of the 23 made more than expected progress (22%) • Which means 15 out of 23 on track or above • Out of 8 children not on track 7 made progress of at least 1/3 of a level • So in year 5 we decided to continue to use a more constructionism approach to our learning in Numeracy and apply it to other areas of the curriculum where possible.

  13. Transition Week

  14. How can you show varying emotions through colour?

  15. Task • We are going to put ourselves in the place of an 8 year old and complete the transition lesson. • Hopefully this will create a better picture of the teaching methods used in year 5.

  16. What learning took place? • Language connected to proportion • Measuring vocabulary , measuring accurately • Communication skills • Compromising with ideas • Collaborating skills • Leadership skills • Logic

  17. Brooke’s Best Buns More measuring

  18. They discussed each mixture in terms of consistency and why they looked and felt the way they did.

  19. The children predicted which mixture may taste the best.

  20. The children tasted each bun and predicted which bun had which ratio of ingredients. Mostly they were correct.

More Related