Recover, Revive and Restore
Schools have worked hard over the last 12 months devleoping their Curriculum Intent and Implementation. Are these still relevant in the post-Covid19 landscape? Of course, they are ... but with a 'Covid 19 Recovery Plan' appendix focusing on:
Responding to Missed Learning
Reviving 'Lost' Learning
Restoring Beliefs and Pedagogy
1) Responding to Missed Learning
This has been discussed in great deal in the previsou set of 3 blogs https://candomaths.org/blog/what-do-i-do-about-maths-september-part-3/
The CanDoMaths team has identified all the essential learning - Key Performance Indicators (KPIs) - from March to July for each year group and used the four key CALM strategies to address any 'missed' learning in medium and short term planning throughout 2020/21:
Change the teaching of existing manageable steps
Add new manageable steps to some units
Leave it in the current content as it’s already in MOT Maths Meetings
Modify the use of MOT Maths Meetings time to teach prerequisites
More details can be found in the 2020/21 #KeepCALM Curriculum documents for each year group https://buzzardpublishing.com/product/keepcalm-recovery-from-covid/
2) Reviving 'Lost' Learning
Can learning be 'lost'? Maybe it just becomes 'rusty' ... either way it will need reviving in September. In 'normal' times, this learning would have been practised and consolidated throughout the year using 'Maths On Track' (MOT) Meetings but not all pupils have had this opportunity over the last few months. It's great to hear from the large number of schools that have continued to practise and consolidate previous learning using the free CanDoMaths Workouts during lockdown but this learning will need reviving. There are two key strategies:
- High quality, responsive day to day teaching to identify what pupils don't know and then address it using the #KeepCALM strategies
- Use of diagnostic assessments in line with ‘The school’s use of assessment’ guidance in the Ofsted EIF 2019 framework:
- When used effectively, assessment helps to embed knowledge and use it fluently, and assist teachers in producing clear next steps for pupils
- Assessment supports the teaching of the curriculum
With this second strategy, the key question is 'What do we assess?' The CanDoMaths Club provides 3 different types of assessment:
ArithmeChecks: focused on the recall of key number facts, mental calculations and written procedures
ArithmeQuizzes: focused on the fluency of the number, calculation, fraction, decimal and percentage fundamentals of mathematics (from the CanDoMaths KPIs). An infinite numnber of these assessments can be produced using the online ArithmeQuiz:
KeeP-uppI Remember Its: focused on fluency, reasoning and solving problems of all the fundamentals of mathematics as identified through all 24 CanDoMaths KPIs
The KeeP-uppI Remember Its are a new addition to the suite of highly successful CanDoMaths Remember Its and associated QLA Tools. One set of KeeP-uppI Remember Its focused on the KPIs 1 to 12 (broadly Sept to March - the 'lost' learning) and the second set focuses on KPIs 13 to 24 (broadly March to July - the 'missed' learning. The aim is to provide standardised scores for all Remember Its in 2020/21.
And finally the third R ...
3) Restoring Beliefs and Pedagogy
Schools in the CanDoMaths Club have done some amazing work challenging and changing the beliefs and mindsets of pupils (and some teachers!) and transforming their pedagogical practice. The sooner beliefs and pedagogy are restored in 2020/21, the better!! These two statements may help ...
At this time more than ever, fostering positive ‘can do’ attitudes and ensuring all children believe that their teacher and parents believe they can succeed in mathematics are essential. It is important pupils do not feel that they have lots of catching up to do which could have a negative impact on their self-esteem. Phrases such as ‘I can't do maths', 'Maths is too hard', etc all contribute to learners feeling that they 'can't do' maths. Adopting a growth mindset is at the heart of a 'Can Do Maths’ approach including the use of 'yet’ and knowing that making mistakes is an essential part of learning.
Success comes from hard work. It's as simple as that! Mathematics can be difficult at times but success will be achieved through hard work.
Teaching will focus on securing and deepening understanding of mathematical concepts by dividing the curriculum into manageable steps and developing conceptual understanding through the use of practical resources and iconic representations. Using mistakes and misconceptions is an essential part of learning and challenge is provided through rich and sophisticated problems before acceleration onto new content. All pupils will continue to have equitable access to the curriculum to ensure they are ready to progress to the next stage of learning and have future success in mathematics.
Shifting the 'Recovery Curriculum' conversation to a 'Recovery Pedagogy' one has to be the priority for 2020/21 as 'Pedagogy is curriculum, because what matters is how things are taught, rather than what is taught” Dylan Wiliam
A video version of the blog is also available here