Saturday, 24 February 2018

From The @thirdspacetweets Blog: EEF Report Summary: Putting Evidence To Work


My work with Bradford Research School has really turned me on to the work of the EEF. So when they release another a guidance report I'm always keen to read it first to find out what its implications are. The latests one applies to all subjects and all schools but here, in this blog post for Third Space, I outline how I should have used it had it been published in time, and how I will use it in the future to introduce any new changes.

Winds of change blew in the world of primary Maths when the 2014 National Curriculum was introduced. We now had to teach some things sooner, other things later, some things not at all and there were additions too (hello, Roman numerals!). The ‘new’ holy trinity of Maths teaching and learning were introduced: fluency, problem solving and reasoning.

Then the SATs gradually changed. The calculation paper had already been done away with; next to go was the mental Maths test, replaced by the arithmetic test. And the reasoning tests appeared to begin to assess how pupils were doing on the 2014 curriculum ahead of schedule. The two new reasoning papers were perceived by many to be more difficult than before.

And so, up and down the land, Maths leaders and teachers have been making changes to the way the subject is taught in their schools...

Click here to read on: https://thirdspacelearning.com/blog/eef-putting-evidence-work-report-slt-summary/


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