Visiting schools throughout

the country for his recent report, Sir Peter Williams observed

much existing good practice in mathematics. However, his review

does identify some key areas where maths learning

could be significantly improved. One school

that particularly impressed Sir Peter is the inappropriately named

Weeke Primary in Winchester. So what are they doing at Weeke

to strengthen their maths teaching? What are they doing

to make maths real? Alice the camel had five humps. Alice the camel had five humps. Alice the camel had five humps. So does Alice go… I think here

where we’re most successful, we do get the child right

at the heart of the learning and the children can see

that the teacher knows them well, they’ve taken the time

and the trouble to A) find out

what their interests are but then to put that into planning. And that takes time and effort

and children appreciate that, they realise that

their own interests are being used to help with their learning. So that relationship between

the children and the teacher is what makes a success. Okay, so hands ready. So we go down… What I always try and do is start off

the lesson with a warm-up exercise, some sort of breathing, some sort of

active standing up, clapping, anything really just

to get the children on the ball. Then we tend to do a song, anything

that has counting in it really that the children

can get up and enjoy singing. Then before I start the main input

of whatever the lesson’s going to be, I will do some sort of number work. Can you show me two? Two. Show me seven. Seven. Good girl. The most important thing

is that the children have fun, they look forward

to coming to their lessons, they’re energetic and they are

learning through their actions. And 10! Well done, well done. How many spots on this side? Can you show me? How many spots

on this side of Bill the ladybird? Show me. What do we do, Sam? I don’t want them to get to Key

Stage 2 and say that they hate maths. I want them to get to Key Stage 2

and really love it and understand it. How many? Show me. There’s 10. So shall we show

how we do that as a number bond? We say zero and 10 equals 10. I devised these symbols

at the beginning of the year alongside the children to make the maths

more personal to them so that they have ownership

of their mathematical learning and I think

it’s really worked quite well. What is an equals sign? Equals, Sam. I didn’t know when I devised them

how well it would go down, if they would

actually remember it or not. But they have and

they have really taken it onboard and now

when we’re doing any addition, they use those symbols as well

and it really reinforces the point. …add nine equals 10! Brilliant. They actually get to get up

and use their bodies and they’re

always having to think ahead which is key in maths. They’ve not learnt it by rote because they have

to remember those symbols and where they’re going to put them. Zoe, how many spots on this side? Two. What Sir Peter

particularly liked was the culture. He liked the fact that fun

and enjoyment and confidence underpinned what we do in maths. The teachers have to be relaxed

and confident and they have to have fun

teaching the subject. I’m just going to wait for everyone

to have the right sausages up. Three add seven equals 10! There are more smiles

across the corridor where Jane is teaching

a mixed Year 3 and 4 class. Hundreds, 10s and units. Hundreds, 10s and units. Numbers in the columns. Numbers in the columns. Two lines, two lines. Two lines, two lines. – Add.

– Add. – Add to the right.

– Add to the right. – Add to the left.

– Add to the left. – Boing, 10s over.

– Boing, 10s over. – Boing, hundreds over.

– Boing, hundreds over. – Pull it under.

– Pull it under. I want the children to learn without knowing

that they’re actually learning. So I think if you make the lesson

really fun and enjoyable, they forget that they’re learning and

they just do it without thinking. George! Now using our rap, what’s

the next thing we’ve got to do? Two lines, two lines. Two lines, two lines.

Let’s put two lines, two lines in. The success criteria

we developed together as a class and we looked at column addition and then we wrote lists

on a step-by-step guide on how to achieve that. Add the right, then add the left. That’s to tell you that

first of all you add the units… Once we’d done that

we’ve simplified it and then the children

created their own actions and their own rap to go with it. Boing, 10s over because you have to put the 10… And if they’ve got a little routine

or a little rap, then it can help them

work out what the next step is and just make it a bit easier

for them to get through their work rather than panic, I think.

Lol

real fun

Holy shit I know who all those people are in Miss Johnson's class, grew up with 'em

I really love the physical activity and learning through song and rhythm, is there anyway one could see the lyrics or lesson plans?

This is literally what I want to do, I wish there were more videos on it out there

Great job madam

Maths Rap

Hundreds, tens and ones

Number in the corner

Two lines! Two lines!

Add (cross arms)

Add to the right

Add to the left

Boing tens over

Boing hundreds over

Put it under

Prompt question: … “now using our rap what’s the next step we have to use ? “

Fantastic. I’m definitely trying this. So fun

Very cool