imaginative way. Pupils that achieve level 3 or below at the end of key stage 2 arrive from primary already ‘drilled’in preparation for their SATS, the feeling was that if it didn’t work then more of the same wasn’t going to work in key stage 3.
The philosophy behind it is to give older pupils the platform and responsibility to raise the attainment of the younger
ones. This itself was built off the success of our master class programme where we invite in year 4,5 and 6 pupils to be mentored 1:1 by years 7 and 8.
had to formally apply for places). All places were free to the pupils (paid for through pupil premium)
The year 7’s were also issued with Mathletics accounts (again paid for through pupil premium).
The year 7’s then ‘earned’ their place on the trip by using Mathletics regularly at home in the run up to the
trip.
The year 9’s earned their places through the mentoring they were expected to do throughout the
weekend.
it was made very clear to the year 9’s that they were coming as ‘staff’ with a mentoring responsibility for the year 7 pupils.
extreme_numeracy_1st_meeting.pptx |
extreme_numeracy_2nd_meeting.pptx |
expected from each session. They completed their pre trip forms setting out their own personal targets.
mentor_pack.docx |
worked with the year 7’s to complete their pre trip forms setting out their targets and expectations. (The year 7’s completed some simple tests the week prior to establish their multiplication/ division skills. This was used to determine their core numeracy target for the week)
my_colomendy_pack.docx |
my_colomendy_pack_division_focus.docx |
my_colomendy_pack_multiplication_focus.docx |
well in breaking up the maths, keeping everyone in a peak learning state and building relationships between the mentors and their pupils.
weekend_learning_plan.xlsx |
learning was amazing to witness. I have attached all the resources we used on the weekend (bearing in mind these will be adjusted and improved for next year). What stood out was how the year 9’s would then take their students off in all
sorts of different directions, finding gaps in their learning and understanding and proactively filling them in.
Activity Files
Mazes
mazes.docx |
Catapults
prompting_pictures.docx |
Murder Mystery
clue1.pdf |
clue2.pdf |
clue3.pdf |
clue4.pdf |
clue5.pdf |
murder_mystery.pdf |
Bingo
questions_for_bingo.docx |
Diagnostic Tests
diagnostic_test_multiplication.docx |
diagnostic_test_division.docx |
diagnostic_test_addition.docx |
diagnostic_test_subtraction.docx |
Supporting games
division_4_in_a_row.xlsx |
multiplication_3_in_a_row.xlsx |
could clearly demonstrate what they had learned. They made fantastic progress, a lot of it planned, but also a lot unplanned. Our mentors would approach us with topics that they had discovered “their”pupils needed help with (they took a lot of pride in ownership of the learning they were providing and to ‘their’ student). They would then teach work with them to fill those gaps.
easily translated to discussing fear in the classroom. Everyone had targets to achieve and fears to overcome. The mentors built extremely strong relationships with their pupils and this all fed in to them being able to push them further in the classroom.
It was a truly moving weekend, one which I will repeat from now on and a model for outstanding practise.
The overall cost of the weekend was comparable to the cost of a 1:1 tutor (all students received 6 hours + of 1:1
tuition). The key difference was in impact. The progress far exceeded all expectations and certainly any benefit these pupil have received in the past from 1:1 tuition with an adult. Beyond that it is impossible to measure the benefit in self esteem of both year groups, the impact of the new friendships that were developed and role models these younger pupils have found around the
school.