© Crown copyright 2010 Children who appear to get ‘stuck’ at level 2C in mathematics ~ how do we solve the problem? March 2010

© Crown copyright 2010

Children who appear to get ‘stuck’ at level 2C in mathematics ~ how do we solve the problem?

March 2010


Aims of the session

• To become familiar with recent research into children who get stuck at Level 2C at the end of KS1

• To discuss how identified barriers might be overcome and what actions can be taken to ensure greater progress can be made

• To consider what CPD opportunities might be provided to support these children and their teachers

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Reasons for this research

• Concern over the high number of children who attain 2C at KS1 but make slow progress and do not attain L4 at the end of KS2

• To identify aspects of mathematics that appear to present barriers to learning for whose achievement has ‘stalled’ at 2C

• To support teachers and schools to plan appropriate intervention to help such children

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Research available on NS website

Provide weblink here

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Current materials

Overcoming barriers L1-2 Securing Level 2

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Current materials

Making Good Progress in KS2 mathematics

Keeping up – pupils who fall behind in KS2

MGP document,

but in more detail.

Same picture;

00442-2007 BKT-EN

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RAISE ~ stickmen charts

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Key themes

• Focussed around AT1 and AT2, notably:

– Understanding and using place value– Mental calculations– Solving problems– Recording methods– Understanding and using mathematical vocabulary

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The problems: where do children get stuck?

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The problems: where do children get stuck?

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Handout 2 ~ Task

Using the test questions as a starting point, identify:

• the likely barriers those children ‘stuck’ at level 2C might encounter;

• possible follow up interview tasks and probing questions you might use to pinpoint and analyse the nature of the barriers;

• the teaching and learning experiences that would help these children to progress

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Conclusions ~ Children need to be taught:• to recognise the value of each digit in a 2-digit number, to use this

knowledge to partition 2-digit numbers, combine tens and units to form a 2-digit number and to order 2-digit numbers

• how to use and apply their knowledge of counting in tens, to count a large number of objects efficiently and accurately, counting on and back in tens from any 2-digit number and finding the total of a set of coins that includes 10p pieces

• how to use their knowledge of counting in tens and their recall of number facts to begin to calculate efficiently using 1- and 2-digit numbers

• that subtraction can involve finding the difference between the number of objects in two sets or the difference between two numbers, and to recognise how this operation relates to addition

• how to use number sentences to represent practical situations, especially those involving subtraction or multiplication, and how to interpret and solve number sentences that have missing numbers

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How could the Securing level 2 and OB L1-2 materials be used with teachers to support these level 2C children ?

• Take a question from Handout 2 that causes particular problems

• Find corresponding support pages from the Securing level 2 and OB L1-2 materials

• Discuss how this process could be modelled with teachers

• What might teachers find difficult, and how they might be overcome?

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Future working?

• Is this something that could purposefully help you and your schools to identify pupil gaps and support teachers to find solutions?

• Could you work with 1 or 2 children in a school who are stuck at Level 2C and be prepared to feedback at a future consultant meeting?


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© Crown copyright 2010 Children who appear to get ‘stuck’ at level 2C in mathematics ~ how do we solve the problem? March 2010