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The national curriculum specifies that pupils should be taught to recall the multiplication tables up to and including 12 × 12 by the end of year 4. From the 2019/2020 academic year onwards, this will need to be administered via an online multiplication tables check (MTC). Mark Avis, a Mathematics Specialist Teacher and Director at the Aspirer Research School, has conducted a study into how schools can take a more evidence informed approach to teaching times tables. Providing an overview of his findings, this webinar is for school leaders and Maths specialists who are open to new ideas and keen to explore evidence-led teaching methods.
Background – what is the theoretical and research background to the study
What are some of the competing ideas about the teaching of times tables
Research question – what did the study aim to find out?
What was the trial and ensuring validity
What might have been done differently
Conclusions and the potential implications for teaching time tables for classroom teachers
Improving Times Tables KnowledgeExtremely useful webinar, especially the ideas for the times tables games that can be played in class. All very engaging.J Reynolds, - Manor Park Primary School
Useful strategiesI thought it was excellent and informative. Lots of useful strategies.L Hayball, - Manor Park Primary School
This webinar will provide primary school headteachers, school leaders and maths leads with a framework and rationale for the development of children’s learning of multiplication facts and their confident use of times tables in the longer term.
In partnership with the Institute for Effective Education (IEE) Every month The National College provide the Institute for Effective Education’s ‘Best Evidence in Brief’ roundup in video format; focusing on stories with practical implications for schools and policy makers, including only high quality research from around the world.
On the 27th January, the DfE published The Engagement Model statutory draft guidance. This is mandatory for all primary schools and is equally relevant for all secondary schools. This new form of assessment helps schools meet their responsibilities in supporting pupils working below the national curriculum level, not involved in subject-specific study.
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