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We are all fully Broadbent Maths now and everyone is finding it good to work from and more beneficial to children, building their skills, knowledge and understanding cumulatively and with more breadth. We had a deep dive in maths during our inspection and it came out as a strength. Headteacher, CornwallI just wanted to say how much I appreciate your website. It is such a great resource and a great help to a not-very-maths confident subject leader. I keep discovering amazing and super helpful gems and wanted to say thank you! Maths Subject Leader, North London
I used Broadbent Maths at my previous school. I now have a headship and subscribed to your site (of course!) Headteacher, Northumberland
Confused about the language to use with 3D shapes?
A question that I am regularly asked concerns the correct language to use when teaching the properties of 3D shapes. This is a typical question I had from one school:
Spheres are often referred to having one face, cones two faces and cylinders three faces. Mathematically a face on a 3D shape is part of a plane and therefore is flat. Does this means that much of the language that has been used is inaccurate?
Spheres are often referred to having one face, cones two faces and cylinders three faces. Mathematically a face on a 3D shape is part of a plane and therefore is flat. Does this means that much of the language that has been used is inaccurate?
Pi day March 14th - take a look at circles
Pi day can be a whole school event, with KS1 children finding circles and KS2 children discovering a simple Pi pattern through measuring, using multiplication and division facts for x3 and rounding to the nearest whole number. Other Pi based activities include rounding decimals, looking at the format that dates are written around the world and, of course, it could include eating pies!
Points of view - plans and elevations of 3D shapes
In our everyday lives we make a wide-ranging use of diagrams, maps and floor-plans which all assume an ability to interpret plans, elevations and aerial views. Giving children the opportunity to explore plans, side elevations and front elevations of 3D shapes, and represent them in different ways, is a useful step towards developing these skills.
Objectives-led teaching or purposeful experiences?
An article titled 'Using local context as a hook to ignite interest and excitement’ was written a few years ago in the NCETM Primary and Early Years Magazine. I recently re-read it and it made me think about current teaching approaches, based on the curriculum advice we are getting. The curriculum is currently objectives-led, with small steps and assessment goals driving the teaching, rather than it being determined by purposeful experiences. However, the NCETM article, written by a Y6 teacher, emphasised the latter approach.
