Broadbent Maths
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Broadbent Maths
Broadbent Maths - creative primary maths
Take control of your planning...
 
Take control of your planning...
in line with the National Curriculum »
Make teaching maths easier, enjoyable & rewarding
 
Make teaching maths easier, enjoyable & rewarding
My planning menu can help... »
Looking to improve your teaching & deep subject knowledge
 
Looking to improve your teaching & deep subject knowledge
...That's where I can help! »
Plan your own creative maths lessons
 
Plan your own creative maths lessons
My planning menu provides a supportive structure and expert knowledge »

Supporting teachers to build up pedagogical subject knowledge & develop mathematics across the school.


Mastery »

Representation »

Reasoning and problem solving »

Fluency in essential skills »

Support and resources to ensure continuity and coverage throughout the school.

 
Scheme of work »

Progression steps »

Assessment and tracking progress »

NC coverage »

Creative teaching and purposeful learning within a spiral curriculum or in blocks for a mastery approach.

 
FS2 / Reception »

Year 1 »

Year 2 »

Year 3 »

Find out more about Broadbent Maths Menu

A school or individual subscription gives access to the whole website for a one-off payment. The best way to really assess any new resource is to use it yourself in school. To make this possible there is a money back guarantee. Buy it, try it.... and decide if it is right for you.

What do teachers think?

I 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

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Latest maths news...

Objectives-led teaching or purposeful experiences?
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.
 
How do I plan my maths using the Ready-to-progress criteria?
How do I plan my maths using the Ready-to-progress criteria?
The Department for Education, with the support of the NCETM, produced non-statutory guidance last year to 'help teachers and schools make effective use of the National Curriculum to develop primary school pupils’ mastery of mathematics.'  They include Ready-to-progress criteria, but what is the best way of using these? Here are some suggestions to help you use these to enhance your planning and teaching.
 
Misconceptions in maths - breaking down the problems
Misconceptions in maths - breaking down the problems
An aspect of teaching mathematics that can be very satisfying is spotting the reason why a child has misunderstood some maths and then being able to deal with it quickly so they are put back on the correct path in their learning. This all involves a teacher having a good subject knowledge – an understanding of the curriculum, the small steps of progression, the way a concept or procedure is represented, the connections there are and the best way of interacting with the child. 
 
Learning objectives, expected outcomes and small steps of progression
Learning objectives, expected outcomes and small steps of progression
When planning a unit of maths using a mastery approach, the learning objectives are a key starting point. Teachers begin with a set of objectives, with many teachers then using statements of expected outcomes to determine the learning that has taken place. I also like to use small steps of progression alongside these. I am going to take a look at the purpose of each of them, to make the most of these linked aspects at the start of the planning process.
 


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