Subtitles
Associated Teachers TV programme
Progression in Primary Maths: Numeracy Year 6
0001 10:00:09:12 10:00:13:01
Well, it's sort of...
You have to...
0002 10:00:13:01 10:00:15:24
The teachers, I think
they set a target or something.
0003 10:00:15:24 10:00:18:08
(narrator) And the targets
they're set ensure
0004 10:00:18:08 10:00:21:18
that pupils at Eleanor Palmer
Primary School in North London
0005 10:00:21:18 10:00:25:02
achieve above average
results in maths.
0006 10:00:25:02 10:00:28:11
Over four programmes, we're looking
at how they teach mathematics
0007 10:00:28:11 10:00:30:14
across key stage 2.
0008 10:00:31:16 10:00:36:00
My favourite document of the last
ten years is the Numeracy Strategy,
0009 10:00:36:00 10:00:38:03
and I really regret its passing.
0010 10:00:38:03 10:00:40:10
I'm getting to know
the new maths strategy
0011 10:00:40:10 10:00:42:03
and I'm sure I'll come to love it,
0012 10:00:42:03 10:00:45:19
but that more than any other
document has been fantastic,
0013 10:00:45:19 10:00:49:23
and with all my years' experience,
it's the one thing, I think,
0014 10:00:49:23 10:00:53:08
that still lives in my office at
home from the National Curriculum.
0015 10:00:53:08 10:00:55:08
It's user-friendly, it's clear,
0016 10:00:55:08 10:00:59:05
and the sections 5 and 6
can be your lesson starter plan.
0017 10:00:59:05 10:01:01:08
So I think that's
a terrific document,
0018 10:01:01:08 10:01:04:11
and I would expect all my teachers
to treasure it as I do.
0019 10:01:04:11 10:01:06:23
What would my first jump be? Ava?
0020 10:01:06:23 10:01:09:10
Um, you could jump to 200...
0021 10:01:09:10 10:01:12:24
If you want to jump to 240.
0022 10:01:12:24 10:01:16:23
(narrator) This is year 6,
with their teacher Louise Wykes.
0023 10:01:16:23 10:01:20:20
The lesson is about different ways
of doing subtraction.
0024 10:01:20:20 10:01:25:04
Jump 200. Whoo! Plus 60,
and we're going to jump to 300.
0025 10:01:25:04 10:01:29:05
And then I'm going to... Whoo!
What am I going to jump to next?
0026 10:01:29:05 10:01:30:15
- Ella?
- 400.
0027 10:01:30:15 10:01:35:01
OK. I'm going to add 100 on
and we're going to get to 400.
0028 10:01:35:01 10:01:36:19
- Stefan?
- 10.
0029 10:01:36:19 10:01:39:22
- 10 more, makes it...?
- 410.
0030 10:01:39:22 10:01:44:20
410. And no prizes for guessing
that we jump at the end... Channon?
0031 10:01:44:20 10:01:46:17
2. Good lad.
0032 10:01:46:17 10:01:50:01
It can be difficult when you get
into year 6 with subtraction
0033 10:01:50:01 10:01:53:10
because they've learnt different
methods in different years
0034 10:01:53:10 10:01:56:00
and the children are at
so many different levels.
0035 10:01:56:00 10:01:58:12
So it's a case of showing them
the different ways
0036 10:01:58:12 10:02:01:05
then them choosing the one
they're comfortable with.
0037 10:02:01:05 10:02:04:15
- Where am I going next, Martha?
- Um, to 400?
0038 10:02:04:15 10:02:09:06
(narrator) Louise works through the
same adding-on method in columns.
0039 10:02:09:06 10:02:11:10
So I'm going to add on 100 there.
0040 10:02:11:10 10:02:14:02
And then where am I going to go?
Where am I going to go?
0041 10:02:14:02 10:02:16:00
- Daisy?
- 10.
0042 10:02:16:00 10:02:19:07
10 more.
Which is going to take me to 410.
0043 10:02:19:07 10:02:22:01
All right? OK. 10 more.
0044 10:02:22:01 10:02:25:16
And then of course
I'm going to go to 412.
0045 10:02:25:16 10:02:29:01
I'm going to add 2 more. I add them
up and what do I get? 100 and...?
0046 10:02:29:01 10:02:30:11
(class) 75.
0047 10:02:30:11 10:02:33:13
75. OK. On your whiteboards,
I want you to have a go
0048 10:02:33:13 10:02:40:08
at doing this method here.
659 subtract 438. Off you go, guys.
0049 10:02:40:08 10:02:44:02
(narrator) The class
then work on a subtraction sum,
0050 10:02:44:02 10:02:47:03
using whichever method they prefer.
0051 10:02:49:14 10:02:52:05
So what do you add on to get to 300?
0052 10:02:52:05 10:02:54:23
- 2 add 9 is 11.
- Oh, yeah, I got 2 there.
0053 10:02:54:23 10:02:59:11
I took 600... 650, which is 222.
0054 10:02:59:11 10:03:02:16
And then I take away 1,
because it's 59.
0055 10:03:02:16 10:03:06:09
(narrator) The teaching assistant
works with selected pupils.
0056 10:03:06:09 10:03:08:15
And you got a grand total of?
0057 10:03:08:15 10:03:11:14
- 221.
- Well done, that's excellent.
0058 10:03:11:14 10:03:16:01
This is a subtraction method
involving negative numbers.
0059 10:03:16:01 10:03:18:22
2 subtract 7, what do you get?
0060 10:03:18:22 10:03:23:02
- Minus 5?
- Minus 5. So I'm going to go...
0061 10:03:23:02 10:03:25:18
minus 5. All right?
0062 10:03:25:18 10:03:28:18
(narrator) This is a rather novel
method of subtraction.
0063 10:03:28:18 10:03:31:06
10 take away 30.
0064 10:03:31:06 10:03:33:06
- Martha?
- Minus 20?
0065 10:03:33:06 10:03:35:07
Minus 20. Uh!
0066 10:03:35:07 10:03:38:16
So we get there,
and we have minus 20.
0067 10:03:38:16 10:03:40:12
Now, what am I going to do next?
0068 10:03:40:12 10:03:44:22
What does your common sense tell you
that I'm going to do next? Ava?
0069 10:03:44:22 10:03:47:14
400 take away 200.
0070 10:03:47:14 10:03:50:17
What's that ending up with?
400 take away 200?
0071 10:03:50:17 10:03:53:05
- (class) 200.
- 200. We know that.
0072 10:03:53:05 10:03:56:14
And then what I say
to myself is, I say...
0073 10:03:56:14 10:04:01:00
200 subtract 20 subtract 5.
What do I end up with, Denis?
0074 10:04:01:00 10:04:04:11
- 175.
- 175.
0075 10:04:04:11 10:04:08:12
Right. Like this, if you know
where we're at with that.
0076 10:04:08:12 10:04:10:16
Who likes that method?
0077 10:04:10:16 10:04:12:13
Yeah? I like it.
0078 10:04:12:13 10:04:16:11
Right, this one,
I want you to do on your own.
0079 10:04:18:07 10:04:22:07
Right. Is there anyone
who needs a hand? Right, Ella?
0080 10:04:22:07 10:04:24:11
Right, you...
0081 10:04:25:07 10:04:30:04
I'm going to do 1,000
take away 6... No.
0082 10:04:30:04 10:04:35:20
Yeah. 1,000 take away 6,000,
which is minus 5,000.
0083 10:04:41:20 10:04:45:07
So, someone start me off.
What do I do? Tad?
0084 10:04:45:07 10:04:47:24
You subtract 3 from 7.
0085 10:04:47:24 10:04:50:17
- Is it 3 from 7 or 7 from 3?
- 7 from 3,
0086 10:04:50:17 10:04:52:15
and you get minus 4.
0087 10:04:52:15 10:04:54:06
Minus 4. Next?
0088 10:04:54:06 10:04:57:03
Uh, you subtract 80 from 1. So...
0089 10:04:57:03 10:04:59:04
Is it 80 from 1 or 80 from 10?
0090 10:04:59:04 10:05:01:24
It's 80 from 10, to get 70.
0091 10:05:01:24 10:05:04:01
- Except minus 70.
- Good lad.
0092 10:05:04:01 10:05:06:19
I'm being ever so picky, aren't I?
Minus 70.
0093 10:05:06:19 10:05:09:06
Then I say,
zero take away what, Tad?
0094 10:05:09:06 10:05:11:14
- 900.
- Ah! Which makes me...?
0095 10:05:11:14 10:05:14:24
- Minus 900.
- Minus 900.
0096 10:05:14:24 10:05:18:02
After that...
Tad, I'm still coming to you.
0097 10:05:18:02 10:05:21:08
6,000 minus 1,000.
0098 10:05:21:08 10:05:23:18
Oh, flip it, flip it,
flip it, flip it.
0099 10:05:23:18 10:05:25:13
I say 1,000 minus...?
0100 10:05:25:13 10:05:28:14
- (Tad) 1,000 minus 6,000.
- And I end up with?
0101 10:05:28:14 10:05:30:15
Uh, minus 5,000.
0102 10:05:30:15 10:05:33:02
- Tad, do you like this method?
- Kind of.
0103 10:05:33:02 10:05:35:19
- Kind of?
- It's hard.
0104 10:05:35:19 10:05:39:04
I'll stop harassing Tad and go to
somebody else. Ava, what do I say?
0105 10:05:39:04 10:05:42:22
Then you say 2,000 take away zero.
0106 10:05:42:22 10:05:47:03
Good. Why is that a good mistake?
She's made a good mistake. Why?
0107 10:05:47:03 10:05:49:10
She said "thousand".
What do you think?
0108 10:05:49:10 10:05:52:24
- It's actually 20,000.
- It's actually 20,000, isn't it?
0109 10:05:52:24 10:05:57:18
You've got the thousands in there,
but that is so easy to do, isn't it?
0110 10:05:57:18 10:06:02:11
So then we end up with 20,000 take
away nothing, we end up with 20,000.
0111 10:06:03:11 10:06:07:01
(narrator) The final step is to
combine all the negative subtotals.
0112 10:06:07:01 10:06:10:04
- 5,000.
- (Louise) OK. And you end up with?
0113 10:06:10:04 10:06:12:14
50,000. Uh...
0114 10:06:12:14 10:06:15:06
- 15,000.
- Well done. 15,000.
0115 10:06:15:06 10:06:18:20
You then take away your 900,
which ends up with...? Jack?
0116 10:06:18:20 10:06:21:11
Uh... 15.
0117 10:06:21:11 10:06:23:17
(Louise) Yeah. 15,000 take away 900?
0118 10:06:23:17 10:06:27:03
Um... 14,100.
0119 10:06:27:03 10:06:28:23
Take away 70?
0120 10:06:28:23 10:06:31:01
14,030.
0121 10:06:31:01 10:06:36:00
- Take away 4?
- 14,026.
0122 10:06:36:00 10:06:40:08
14,026. Did anyone else get that?
0123 10:06:41:08 10:06:45:11
Well done, guys. Now, Martha,
Jack, Tavishi and Owen,
0124 10:06:45:11 10:06:48:00
you have got some
problem solving over there.
0125 10:06:48:00 10:06:50:15
You are completely on your own.
Off you go.
0126 10:06:50:15 10:06:54:16
(narrator) Louise then lets her
higher ability pupils break away.
0127 10:06:54:16 10:06:57:17
The most able children
really don't need to be there.
0128 10:06:57:17 10:07:01:09
That's why I sent them off. They
need to be doing problem solving,
0129 10:07:01:09 10:07:05:03
because one of the great things
about being in year 6 is that
0130 10:07:05:03 10:07:08:05
as you continue to teach maths
it gets so much more exciting
0131 10:07:08:05 10:07:10:10
with all the problem solving
they can do.
0132 10:07:10:10 10:07:12:21
Let's pretend F is 1.
0133 10:07:12:21 10:07:16:11
(narrator) While the higher ability
pupils do subtraction problems,
0134 10:07:16:11 10:07:21:08
the teacher reminds the others
about traditional subtraction.
0135 10:07:21:08 10:07:25:08
I'll pop my 10 there.
What do I say next?
0136 10:07:27:14 10:07:31:07
- 10 take 3 is 7.
- (Louise) OK.
0137 10:07:31:07 10:07:34:01
You're going over there.
Cecily, you're going...
0138 10:07:34:01 10:07:38:03
(narrator) The rest of the class
tackles their subtraction worksheet.
0139 10:07:51:04 10:07:54:02
It'd be lovely if we could have
more than one for that one,
0140 10:07:54:02 10:07:56:10
and there's two solutions for that.
0141 10:07:56:10 10:08:01:14
(narrator) Louise checks how the
higher ability group are getting on.
0142 10:08:01:14 10:08:06:02
The teaching assistant helps out
with the lower ability.
0143 10:08:06:02 10:08:08:19
Yeah, that's right. Well done.
0144 10:08:08:19 10:08:11:07
(narrator) Louise also spends
time with a group
0145 10:08:11:07 10:08:13:08
who need a bit more help
with the topic.
0146 10:08:13:08 10:08:15:13
I'd like you to actually count back.
0147 10:08:15:13 10:08:18:11
So 3,000. You say 2,000...
0148 10:08:18:11 10:08:20:11
- 9...
- And 900.
0149 10:08:20:11 10:08:24:07
900. Then you say 2,800. Good.
0150 10:08:24:07 10:08:28:04
The main focus with year 6 is
continuing to enjoy and teach maths,
0151 10:08:28:04 10:08:31:09
and with the children who are
secure with the standard methods,
0152 10:08:31:09 10:08:33:12
to explore problem solving,
0153 10:08:33:12 10:08:37:07
to start to really get into
and explore algebra,
0154 10:08:37:07 10:08:42:05
to test ourselves, shock and
surprise ourselves, to go for that.
0155 10:08:42:05 10:08:46:05
Then for the children who aren't
extremely comfortable with that,
0156 10:08:46:05 10:08:48:10
to make sure that
they leave primary school
0157 10:08:48:10 10:08:51:02
with a strong sense of self
when it comes to maths,
0158 10:08:51:02 10:08:54:10
and that they understand
themselves as learners
0159 10:08:54:10 10:08:56:19
and that they know
those standard methods,
0160 10:08:56:19 10:08:58:16
they're quite quick mentally,
0161 10:08:58:16 10:09:02:01
and that they've got confidence
and that they feel good about that.
0162 10:09:02:01 10:09:06:04
(narrator) What's behind this
effective teaching and learning?
0163 10:09:06:04 10:09:08:20
I wouldn't want to give
the impression that it's all
0164 10:09:08:20 10:09:11:00
enthusiasms, ideas
and going off the path.
0165 10:09:11:00 10:09:14:24
If I just list what we do
in a more obvious assessment sense.
0166 10:09:14:24 10:09:18:11
We do the optional SATs. I think
they're important and they're good,
0167 10:09:18:11 10:09:23:07
and they're all recorded on the
online Progress Toolkit that we use.
0168 10:09:23:07 10:09:26:10
And on top of that, once a year,
0169 10:09:26:10 10:09:30:09
we sample specifically
the ability to use and apply.
0170 10:09:30:09 10:09:33:11
(narrator) This is year 6 again,
and the head has set the class
0171 10:09:33:11 10:09:37:10
some number problems
to solve using their calculators.
0172 10:09:40:00 10:09:42:16
So shall we divide it by 7?
0173 10:09:42:16 10:09:46:19
(narrator) Then she and the teacher
observe how each child is working.
0174 10:09:46:19 10:09:50:12
I think your first job
is get rid of that 1.
0175 10:09:50:12 10:09:53:09
You could add 7
so it becomes an 8.
0176 10:09:53:09 10:09:56:06
(Kate) You could add 7,
that will give you an 8.
0177 10:09:56:06 10:10:00:07
Just try that one. 2 times 2, times
2 times 2, add 2. What do you get?
0178 10:10:00:07 10:10:05:08
So you divided that by itself
to get that special 1.
0179 10:10:05:08 10:10:07:16
Fantastic. Excellent.
0180 10:10:07:16 10:10:10:21
(narrator) What are
they looking for?
0181 10:10:10:21 10:10:14:22
Really, it's about noticing what
operations the children are doing.
0182 10:10:14:22 10:10:17:13
Is it more that they're
going for trial and error?
0183 10:10:17:13 10:10:21:00
Which is fantastic in itself because
you can pick up patterns there.
0184 10:10:21:00 10:10:23:12
Or are they seeing
certain properties of numbers
0185 10:10:23:12 10:10:26:13
and certain calculations
which would work for them?
0186 10:10:26:13 10:10:28:23
Is that coming to them
more naturally?
0187 10:10:28:23 10:10:32:04
It's just gold, really, being
able to go round and watch them,
0188 10:10:32:04 10:10:34:04
so, yep, good stuff.
0189 10:10:34:04 10:10:38:21
I'm looking for strategies.
I mean, not better or worse.
0190 10:10:38:21 10:10:42:12
These boys initially have been very
methodical and started at zero.
0191 10:10:42:12 10:10:45:13
I'm trying to encourage them
to dive around more
0192 10:10:45:13 10:10:47:19
and not be held back like that.
0193 10:10:47:19 10:10:49:19
Looking to see if they see patterns.
0194 10:10:49:19 10:10:52:00
So, for example, Stefan,
0195 10:10:52:00 10:10:57:04
what happens now if you take away
the last two instead of add them?
0196 10:10:57:04 10:10:59:12
Trying to see
if they see starting points.
0197 10:10:59:12 10:11:04:01
Looking for how they collaborate and
if they use that as a decent way in.
0198 10:11:04:01 10:11:06:12
How they cope with mistakes.
0199 10:11:06:12 10:11:09:19
Do they ask for help?
Do they use the adults?
0200 10:11:09:19 10:11:12:17
- What, love?
- 2 plus 2 plus 2...
0201 10:11:12:17 10:11:16:05
Plus 2, times 2.
That's much better, you see.
0202 10:11:16:05 10:11:18:09
Now you're jumping around.
You can do it.
0203 10:11:18:09 10:11:20:18
They worked really well.
I did not get...
0204 10:11:20:18 10:11:24:14
(narrator) Then the head, class
teacher and teaching assistant
0205 10:11:24:14 10:11:27:07
discuss each pupil's progress.
0206 10:11:27:07 10:11:29:19
A sense of confidence.
Especially Natalie.
0207 10:11:29:19 10:11:33:05
Yeah. Really grown in confidence.
0208 10:11:33:05 10:11:36:08
Um, I don't know
if she's here, Natalie...
0209 10:11:36:08 10:11:38:20
She would have emphasised
it being collective.
0210 10:11:38:20 10:11:41:01
She would have depended more
on her partner.
0211 10:11:41:01 10:11:44:01
Yeah. What was her comment?
Did she say anything?
0212 10:11:44:01 10:11:46:14
"It was easier than I thought."
0213 10:11:46:14 10:11:49:21
And this time last year, "It was
hard and enjoyable with Stella."
0214 10:11:49:21 10:11:52:23
We wrote, "Natalie found this
challenging but worked hard."
0215 10:11:52:23 10:11:56:19
"She had a partner and a teacher.
She benefited from adult guidance."
0216 10:11:56:19 10:11:59:00
She's much better.
She's more independent.
0217 10:11:59:00 10:12:02:09
Mm. And that adult guidance
is so often about confidence.
0218 10:12:02:09 10:12:05:05
I mean, cross-referencing
what we've seen today,
0219 10:12:05:05 10:12:07:24
using and applying with,
kind of, levelling,
0220 10:12:07:24 10:12:11:10
even in the last half term,
some of them have moved up, I'd say.
0221 10:12:11:10 10:12:13:10
Natalie is absolutely...
0222 10:12:13:10 10:12:15:05
Natalie's really safe.
0223 10:12:15:05 10:12:17:01
Natalie is absolutely.
0224 10:12:17:01 10:12:21:03
This lot are home and dry.
She's absolutely secure.
0225 10:12:21:03 10:12:25:07
This lot are fine. I think this is
the focus for the next half term.
0226 10:12:27:19 10:12:31:08
(narrator) What's the secret of the
success of EleanorPalmerSchool?
0227 10:12:31:08 10:12:34:17
There's quite a culture
of sharing ideas,
0228 10:12:34:17 10:12:37:00
and you're not competitive
with each other.
0229 10:12:37:00 10:12:39:08
And also it's great,
especially in year 3,
0230 10:12:39:08 10:12:42:17
I feel that I can pick up things
from year 6 and year 5
0231 10:12:42:17 10:12:44:21
that I can adapt and change and...
0232 10:12:44:21 10:12:47:14
It's not just static
in each year group.
0233 10:12:47:14 10:12:51:12
There's certain overarching themes.
The importance of games and fun,
0234 10:12:51:12 10:12:55:20
the importance of number sense, the
importance of overlearning things,
0235 10:12:55:20 10:12:59:08
so the children are confident with
numbers and can manipulate them.
0236 10:12:59:08 10:13:01:24
I think we've all got that idea.
0237 10:13:01:24 10:13:07:05
Hopefully we pass on our enthusiasm
for maths to the children as well,
0238 10:13:07:05 10:13:10:00
through the way we teach,
through the way we play games,
0239 10:13:10:00 10:13:13:24
we make it fun, we encourage them
to talk and to be involved with us.
0240 10:13:13:24 10:13:16:17
Yeah, people do talk about it
and share their ideas.
0241 10:13:16:17 10:13:18:24
But you do need
somebody leading on it
0242 10:13:18:24 10:13:21:13
with an idea of where to start
with all those things.
0243 10:13:21:13 10:13:23:23
But the bottom line, is it not,
0244 10:13:23:23 10:13:27:17
is that they leave here
with those basic methods secure?
0245 10:13:27:17 10:13:30:15
- (others) Yes.
- And I think they do.
0246 10:13:34:24 10:13:38:01
Visiontext Subtitles: Adrian Isaac
0247 10:13:38:01 10:13:40:01