Embedding oracy skills across the curriculum

Oracy scaffolds to develop classroom talk

• Voice 21 classroom listening ladders: high-ability students can take on leadership roles in group discussions, facilitating peer learning and mentoring others, which not only reinforces their understanding but enhances their social and emotional skills.  
• Student age-related oracy frameworks from Voice 21: to encourage high-ability students to articulate their learning processes, reflect on their contributions, and assess their growth.   
• Sentence stems and talking roles: high-ability students thrive in environments that challenge their thinking. Oracy practices with sentence stems support argumentation, encourage deep analysis and critical reasoning. 
• Voice 21 good discussion guidelines: exposure to diverse perspectives can challenge high-ability students’ thinking and expand intellectual horizons. 
• Proof of listening guidelines from Voice 21: listening helps high-ability students build better relationships with their peers and teachers. When students feel heard, they are more likely to engage and participate in the learning process, creating a positive and inclusive classroom atmosphere. 
• Student talk tactics and sentence stems from Voice 21 for every discussion and debate: high-ability students thrive in environments that challenge their thinking, and these tactics stimulate intellectual curiosity and critical analysis. These improved whole-class discussions and have greatly impacted group work as the children are more focused, listen carefully to others, build on their ideas, embed learning and address misconceptions. Overall, it has helped students to become confident, eloquent individuals and created a more effective learning environment.

Public speaking practice

Dialogic learning communities 

A stronger voice within and beyond the classroom

• Voice 21
• Oracy Cambridge
• We need to talk, 2024 – Commission on the Future of Oracy Education in England
• Oracy: the why and the how – Chartered College
• Oracy Skills Framework – Oracy Cambridge and Voice 21 
• Oracy Benchmarks – Voice 21

Zoe Enser, author of the new book Bringing Forth the Bard, shares eight key steps to help your students get to grips with (and enjoy!) the symbolic, allusive, musical, motif-packed language of Shakespeare.

The language of Shakespeare is perhaps one of the greatest barriers to most readers unfamiliar with its style, allusions and patterns. Shakespeare’s language can be something of a leveller as it doesn’t necessarily matter how proficient you are at reading generally; all students (and indeed many adults) will stumble across his words and need to deploy a different approach to reading than they are used to.

With so many finding the language problematic, there is a temptation to strip some of the complexity away; to focus instead on summaries or modern adaptations. There is, though, much to be gained by examining his words as they appear, much as you would when exploring a poem with your class. 

Getting it can be really satisfying, and a key light-bulb moment for me at school was seeing how unpicking meaning could be looked at like a problem to be solved, much like solving equations in maths or finding the intricate pieces of a jigsaw. Most importantly perhaps is that his use of poetry, imagery and musicality frequently stays with us, and lines from Shakespeare that linger in our mind and our everyday language remain due to their crafting. We want to allow students to have that opportunity too.

Here are eight steps to bring Shakespeare’s language to life in your own classroom:

1. Begin by giving students an overview of the plot, characters and themes. Good quality performance, coupled with summary and questioning, will mean students arrive at language analysis ready to see how it relates to these bigger ideas. Audio readings of the plays can also be useful here to allow them to hear the language spoken and to model fluency.

2. Reassure students they won’t get it all immediately. Explain that the joy in studying Shakespeare’s language comes from the gradual understanding we gain and how it enriches our understanding, which is a process: one which even those familiar with his work will continue to go through. It is a process where we layer understanding, deepening each time we revisit it. If students have been used to exploring simpler texts this might be a challenge at first to consider this different approach, but model this for them, demonstrating how you can return to the same quote or extract again and again to delve deeper each time.

3. Look at short extracts and quotes from across a play or a range of texts to examine patterns and connections. Linger on individual words and then trace them as they are used elsewhere so students can notice where these links are and hypothesise as to why.

4. Use freely available searches to explore the frequency and location of key words and phrases. For example, a search on Open-Source Shakespeare reveals there are 41 direct references to ‘blood’ or ‘bloody’ in the play Macbeth, some of which are clustered within a few lines. This provides an opportunity to explore why this is the case and what Shakespeare was doing with these language choices. Equally, looking for references to the sun in Romeo and Juliet reveals 17 instances, and if then cross-referenced with light it brings forth a further 34 references, suggesting that there is a motif running through the text which demands further attention. Allowing students to explore this trail in their discussions and consider the prevalence of some words over others can reveal much about the themes Shakespeare was trying to convey too. For example, simply looking at the light and dark references in Romeo and Juliet enables students to see the binaries he has woven into the play to mirror the idea of conflict.

5. Discuss the imagery Shakespeare is trying to create with his language via pictures, selecting those which are most appropriate to convey his choices at different points. Thinking about how different audiences may respond to these is also a useful way to examine alternative interpretations of a single word, line or idea. This can also support learners with different needs as they have visual images to link to ideas, especially abstract ones, repeated throughout the text. This will provide them with something more concrete to link to the text and, as images are repeated throughout the narrative, can act as support for the working memory and enhance fluency of retrieval as they recognise the recurring images visually. This can be particularly useful for EAL students, supporting them to follow the plot and explore the patterns that emerge.

6. Teach aspects of metre (such as iambic and trochaic pentameter), ensuring students have lots of opportunities to hear the language spoken aloud so they can appreciate the musicality of the language and choice of form. Using methods such as walking the text, whereby students physically walk around the room whilst reading the text and responding to the punctuation, can be a powerful way to convey how a character feels at any given point. Lots of phrases, short clauses, or single syllable words can change the pace of the reading and we should model this and give students the opportunity to examine how this may then impact on performance. Long, languid sentences can create a different performance, and where the punctuation has finally landed in his work can reveal a lot about how a character or scene has been read. Try different ways of reading a single line to illustrate why we place emphasis on certain words and pauses at different points.

7. Read the text aloud together. As well as modelling reading for students, employing practices such as choral reading (where the class all read the text aloud together with you) or echo reading (where they repeat lines back) can be another way in which we remove the barriers the language can create. Students build confidence over time as the language becomes more familiar but also they do not feel so exposed as they are reading with the group, and not alone.

8. Let students play with and manipulate the language so they are familiar with it, and it doesn’t become a block to their interaction with the plays. Pre-teach the vocabulary, letting students consider words in isolation and explore quotes so that they don’t become overwhelmed at trying to interpret them. Even translating short phrases and passages can provide a useful coding activity which can support later analysis.

Zoe Enser was a classroom teacher for 20 years, during which time she was also a head of English and a senior leader with a responsibility for staff development and school improvement. This blog post is an excerpt from her latest book, Bringing Forth the Bard (Crown House Publishing). NACE members can benefit from a 20% discount on this and all purchases from the Crown House Publishing website; for details log in to our member offers page.

Chloe Bateman is a Teacher of History at Maiden Erlegh School, a NACE Challenge Award-accredited school. Chloe has recently led the development of a whole-school oracy strategy. In this blog post, she shares some of the ways in which Maiden Erlegh has established and embedded a culture of oracy across the school to benefit all students, including the more able.

Oracy is ‘both everywhere and nowhere in a school’.  At Maiden Erlegh, we realised that although plenty of classroom talk was taking place, opportunities for this could be ad hoc and students did not always recognise these as opportunities to develop oracy skills. At the same time, a significant number of students lacked the confidence to speak in front of larger groups and in more formal contexts, hindering their ability to engage with oracy-related elements of the taught curriculum and extracurricular activities. The national picture indicates that many schools experience similar challenges to developing student oracy and an oracy culture within the school. 

Drawing on our experience, here are seven steps to establish a whole-school oracy culture:

1. Investigate your context to determine your priorities 

Every school is different. Whilst the national trend shows a decline in oracy as a result of the Covid-19 lockdowns, every school will have different areas of strength and development in terms of the current oracy level of their students and their staff confidence in teaching to enhance oracy.  Oracy too is itself a complex skill, made up not just of the verbal ability, but multiple components such as the physical and cognitive elements. To design a strategy which really works for your context, it is beneficial to gather student and staff voice to inform the precise nature of this. At Maiden Erlegh, we conducted quantitative and qualitative staff and student surveys, asking students to rate their level of confidence when communicating and why they may feel less confident in some areas than others. Staff were asked to share feedback on levels of student oracy and what support they would need to feel confident in developing an oracy culture in their own classrooms. From this data, we could easily identify clear priorities to be addressed through our strategy. 

2. Secure buy-in from staff to secure buy-in from students 

A strategy is only as effective as those who make it a reality on a day-to-day basis: the teaching staff. Our oracy work was launched via a training session to staff which centred on communicating the rationale for our new oracy focus. Here the student and staff voice surveys came into their own, enabling us to explain why we needed to develop oracy using the words of students and staff themselves and showing the overwhelming statistics. We also took time to share the wide-ranging holistic benefits of enhanced oracy for students, including for mental health, academic progress, and career opportunities. For maximum exposure, include students in the launch too and keep them as informed as you would do staff. We delivered assembles to all students sharing very similar messages to those shared during the staff launch, ensuring students were aware and engaged with our upcoming work.  

3. Get staff and students on board with ‘quick wins’ 

It can be tempting to try to launch all strands of a strategy at once. However, this is unlikely to succeed in the long run as it risks overwhelming the very people you are attempting to get on board. Instead, generate enthusiasm and interest in oracy by sharing ‘quick wins’: low-preparation, high-impact activities to integrate more oracy opportunities into lessons. Staff and students loved our ‘no filler’ game in which students were challenged to answer questions or speak about a relevant topic without using filler words such as ‘erm’, ‘like’, and ‘basically’. As staff become more confident in creating their own oracy-based activities, encourage colleagues to share their own ‘quick wins’ via staff briefings and bulletins to build a culture of enthusiasm.  

4. Give oracy an identity

Too often strategies and initiatives can be become lost in the organisational noise of a school and the day-to-day challenges and immediate priorities. Borrow from the world of marketing and promotions to create a clear identity for oracy by designing a logo and branding for your strategy using a simple graphic design website such as Canva. A catchy slogan can also help to build a ‘brand’ around the strategy and increase staff and student familiarity with the overall vision. At Maiden Erlegh School (MES), we use the slogan ‘MES Speaks Up!’ – a motto that has become synonymous with our vision for a culture of oracy across the school. 

5. Establish and reinforce consistent high expectations for oracy 

Most schools have shared and consistent high expectations for students’ literacy and numeracy, but how many have the same for oracy? Whilst many teachers will have high standards for communication in their classrooms, these will not have the same impact on students as if they are school-wide. At Maiden Erlegh, we established a set of ‘Guidelines for Great Oracy’, a clear list of five expectations including the use of formal vocabulary and projecting loudly and clearly. These expectations were launched to both staff and students and all classrooms now display a poster to promote them. The key to their success has been clearly communicating how easily these can be embedded into lessons, for example as success criteria for self- and peer-assessment during oracy-based activities such as paired or group discussions. 

6. Create a shared understanding that oracy will enhance the existing curriculum  

With so many competing demands on a classroom teacher’s time, it is easy to see why strategies and initiatives which feel like ‘add-ons’ can miss the mark and fail to become embedded in a school’s culture. Central to the success of our oracy strategy has been raising staff, student, and parent awareness that a focus on oracy will enhance our existing curriculum, rather than distract from it. From the very beginning, staff have been encouraged to return to existing lesson activities which cover existing content and adapt these with oracy in mind. In History, for example, an essay was preceded by a parliamentary debate to help students to construct convincing arguments, whilst in Maths students developed complex verbal explanations for the processes they were performing rather than simply completing calculations. Not only do such activities support oracy skills, but they demonstrate the inherent importance of oracy across the curriculum and allow departments to better meet their own curricular aims. 

7. Keep the momentum going with high-profile events 

As with any new strategy or initiative, we realised that after the initial enthusiasm there was a potential for staff and students to lose interest as the year wore on. To combat this, we developed high-profile events to return oracy to centre stage and engage students and staff alike. In May, we held MES Speaks Up! Oracy Month – a month of activities focused on celebrating oracy and its importance across all aspects of school life. In form time, students were challenged to discuss a topical ‘Question of the Day’ from our ‘Discussion Calendar’ to get them communicating from the moment they arrived in school. Every subject dedicated at least one lesson during the month to an activity designed to develop and celebrate oracy skills, including public speaking, debating, and presenting. Outside of lessons, students from each year group participated in a range of extracurricular parliamentary debates on issues relevant to their age group. All of these activities were widely promoted via our school social media to generate a buzz around oracy with our parents and guardians. 

References

• A. Stott, Introduction to the Oracy Benchmarks, 2019
• W. Millard, L. Menzies, G. Stewart Oracy after the pandemic: what Ofsted, teachers and young people think about oracy, 2021 
• Voice 21, Understanding Oracy, 2022
  

Interested in developing oracy within your own school?

• Join our free member meetup on this theme (18 October 2022)
• Join this year’s NACE R&D Hub with a focus on oracy for high achievement (first meeting 20 October 2022)
• Explore more content about oracy

Dr Jonathan Doherty, NACE Associate

Covid-19 has presented schools with unprecedented challenges. Pupils, parents and teachers have all been affected, and the wider implications in schools are far from over. From May 2020, over 1.2 billion learners worldwide have experienced school closures due to Covid-19, which corresponds to 73.8% of enrolled learners (Muller & Goldenberg, 2021). The pandemic continues to have a significant effect in all phases of our education system. This blog post captures some key messages from research into the effects of Covid-19 over the past two years and highlights the effects it has had on young people – particularly on the development of language and communication skills.

1. The pandemic negatively affected achievement. Vulnerable pupils and those from economically deprived backgrounds were most affected.

When pupils do not attend school (whilst acknowledging that much great work is done at home), the disruption has a negative impact on their academic achievement (Sims, 2020). 

The disrupted periods of partial school closures in England took a toll academically. DfE research (Pupils' progress in the 2020 to 2022 academic years) showed that in summer 2021, pupils were still behind in their learning compared to where they would otherwise have been in a typical year. Primary school pupils were one month behind in reading and around three months behind in maths. Data for secondary pupils suggest they were behind in their reading by around two months. 

Primary pupils eligible for free school meals were on average an additional half month further behind in reading and maths compared to their more advantaged peers. Research has highlighted that the attainment gap between disadvantaged children and others is now 18 months by the end of Key Stage 4. Vulnerable pupils with education, health and care (EHC) plans scored 3.62 grades below their peers in 2020 and late-arriving pupils with English as an additional language (EAL) were 1.64 grades behind those with English as a first language (Hunt et al., 2022).   

2. Remote teaching during Covid changed the nature of learning – including reduced learning time and interactions – further widening existing gaps. 

‘Learning time’ is the amount of time during which pupils are actively working or engaged in learning, which in turn is connected to academic achievement. Pre-pandemic (remember those days?!), the average mainstream school day in England for primary and secondary settings was around six hours 30 minutes a day. The difference between primary and secondary is minimal and averages out at 9 minutes a day. 

During the period up to April 2021, mainstream pupils in England lost around one third of learning time (Elliot Major et al., 2021). We know that disadvantaged pupils continue to be disproportionately affected by the pandemic. Levels of lost learning remain higher for pupils in more deprived areas.  

School provision for online learning changed radically since the beginning of the first lockdown.  Almost all pupils received some remote learning tasks from their teachers. Just over half of all pupils taught remotely did not usually have any online lessons, defined as live or real-time lessons. Offline provision, such as worksheets or recorded video, was much more common than live online lessons, but inevitably reduced the opportunities for pupil-pupil interactions. 

Parents reported that for most pupils, time spent on schoolwork fell short of the expected school day (Eivers et al., 2020). Pupil participation was, on average, poorer amongst those from lower income families and those whose parents had lower levels of education (Eivers et al., 2020). Families from higher socio-economic backgrounds spend more financially to support their children’s online remote learning. At times, technological barriers, as well as significant differences in the amount of support pupils received for learning at home, resulted in a highly unequal experience of learning during this time.

3. There has been a negative impact on pupils’ wellbeing, socio-emotional development and ability to learn.

A YoungMinds report in 2020 reinforced the effect of the pandemic on pupils’ mental health. In a UK survey of participants aged up to 25 years with a history of mental illness, 83% of respondents felt that school closures had made their mental illness worse. 26% said they were unable to access necessary support. 

Schools play a key role in supporting children who have experienced bereavement or trauma, and socio-emotional interventions delivered by school staff can be very effective. Children with emotional and behavioural disorders also have significant difficulties with speaking and understanding, which often goes unidentified (Hollo et.al., 2014). 

The experience of lockdown and being at home is a stressful situation for some children, as is returning to school for some children. While some studies found that children are not affected two to four years later, other studies suggest that there are lasting effects on socio-emotional development (Muller & Goldenberg, 2021).

Stress also challenges cognitive skills, in turn affecting the ability to learn. Trauma, emotional and social isolation, all well-known during the lockdown, are still too frequent. The prefrontal cortex, the part of the brain which is responsible for higher-order thinking and decision-making, is the brain region most affected by stress. Stress-related impairments to the prefrontal cortex display impaired memory retrieval (Vogel & Schwabe, 2016) and difficulties with executive skills such as planning, problem solving and monitoring errors (Gibbs et al., 2019).

4. National restrictions have curtailed the pandemic but had an adverse effect on communication and language.

Covid-19 and the associated lockdowns have had a huge impact on children’s speaking and listening skills. We are only beginning to understand the scale of this. Preventative measures such as the wearing of face masks in school, social distancing and virtual lessons, all designed to address contagion concerns, have negatively impacted on communication in all the school phases. 

Face masks cover the lower part of the face, impacting on communication by changing sound transmission. They remove visible cues from the mouth and lips used for speech-reading and limit visibility of facial expressions (Saunders, 2020). Speech perception involves audio-visual integration of information, which is diminished by wearing masks because articulatory gestures are obscured. Children with hearing loss are more dependent on lip-reading; loss of this visual cue exacerbates the distortion and attenuation effects of masks.  

Social interaction is also essential for language development. Social distancing restrictions on large group gatherings in school have affected children’s deeper interactions with peers. “Peer talk” is an essential component of pragmatic language development and includes conversational skills such as turn taking and understanding the implied meaning behind a speaker’s words, and these have also been reduced (Charney, 2021).

How bad is the issue? A report from the children’s communication charity I CAN estimates that more than 1.5 million UK children and young people risk being left behind in their language development as a direct result of lost learning in the Covid-19 period. Speaking Up for the Covid Generation (I CAN, 2021) reported that the majority of teachers are worried about young people being able to catch up with their speaking and understanding. Amongst its findings were that:

• 62% of primary teachers surveyed were worried that pupils will not meet age-related expectations
• 60% of secondary teachers surveyed were worried that pupils will not meet age-related expectations 
• 63% of primary and secondary teachers surveyed believe that children who are moving to secondary school will struggle more with their speaking and understanding, in comparison to those who started secondary school before the Coronavirus pandemic.

Measures taken to combat the pandemic have deprived children of vital social contact and experiences essential for developing language. Reduced contact with grandparents, social distancing and limited play opportunities mean children have been less exposed to conversations and everyday experiences. Oracy skills have been impacted by the wearing of face coverings, fewer conversations with peers and adults, hearing fewer words and remote learning where verbal interactions are significantly reduced. 

Teachers are now seeing the impact of this in their classrooms. The I CAN report findings show that the majority of teachers are worried about the effect that the pandemic has had on young people’s speech and language. As schools across the UK start on their roads to recovery and building their curricula anew, this evidence reveals the major impact the pandemic has had on children’s speaking and understanding ability. The final Covid-19-related restrictions in England have now been removed, but for many young people and families, this turning point does not mark a return to life as it was before the pandemic. There is much to do now to prioritise communication.  

Join the conversation…

As schools move on from the pandemic and seek to address current challenges, close gaps, and take oracy education to the next level, NACE is focusing on research into the role of oracy within cognitively challenging learning. This term’s free member meetup will bring together NACE members from all phases and diverse contexts to explore what it means to put oracy at the heart of a cognitively challenging curriculum – read more here.

Plus: to contribute to our research in this field, please contact communications@nace.co.uk

References

Charney, S.A., Camarata, S.M. & Chern, A. (2021). Potential Impact of the COVID-19 Pandemic on Communication and Language Skills in Children. Otolaryngology–Head and Neck Surgery 2, Vol. 165(1) pp. 1-2.

Elliot Major, L., Eyles, A. & Machin, S. (2021). Learning Loss Since Lockdown: Variation Across the Home Nations [online]. Available at: https://cep.lse.ac.uk/pubs/download/cepcovid-19-023.pdf 

Eivers, E., Worth, J. & Ghosh, A. (2020). Home learning during Covid-19: findings from the Understanding Society longitudinal study. Slough: NFER.

Gibbs L., Nursey, J., Cook J. et al. (2019). Delayed disaster impacts on academic performance of primary school children. Child Development 90(4): pp. 1402-1412.

Hollo, A., Wehby, J. H., & Oliver, R. M. (2014). Unidentified language deficits in children with emotional and behavioural disorders: a meta-analysis. Exceptional Children 80 (2), pp.169-186.

Hunt, E. et al. (2022) COVID-19 and Disadvantage. Gaps in England 2020. London: Education Policy Institute. Nuffield Foundation.

I CAN (2021) Speaking Up for the Covid Generation. London: I CAN.

Muller, L-M. & Goldenberg, G. (2021) Education in times of crisis: The potential implications of school closures for teachers and students. A review of research evidence on school closures and international approaches to education during the COVID-19 pandemic. London: Chartered College of Teaching.

Saunders, G.H., Jackson, I.R. & Visram, A.S. (2020): Impacts of face coverings on communication: an indirect impact of COVID-19. International Journal of Audiology, DOI: 10.1080/14992027.2020.1851401

Sims, S. (2020) Briefing Note: School Absences and Pupil Achievement. UCL. Available at: https://repec-cepeo.ucl.ac.uk/cepeob/cepeobn1.pdf

Vogel, S. & Schwabe, L. (2016) Learning and memory under stress: implications for the classroom. Science of Learning 1(1): pp.1-10.

YoungMinds (2020) Coronavirus: Impact on young people with mental health needs. Available at: https://youngminds.org.uk/media/3708/coronavirus-report_march2020.pdf

NACE is proud to NACE is proud to partner with Cambridge University’s NRICH initiative, which is dedicated to creating free maths resources and activities to promote enriching, challenging maths experiences for all. In this blog post, NRICH Director Dr Ems Lord shares details of the latest free maths resources from the team, and an exclusive opportunity for NACE members…

In this blog post, I’m delighted to introduce NRICH’s new child-friendly reflection tool for nurturing successful mathematicians – part of our suite of free maths resources and activities to promote enriching, challenging mathematical experiences for all. We very much hope that you enjoy exploring it with your classes to support them to realise their potential. Such innovations are developed in partnerships with schools and teachers, and we’ll also be inviting you to work directly with our team to help design a future classroom resource intended to challenge able mathematicians (see below or click here for details of our upcoming online event for NACE members).

At NRICH, we believe that learning mathematics is about much more than simply learning topics and routines. Successful mathematicians understand the curriculum content and are fluent in mathematical skills and procedures, but they can also solve unfamiliar problems, explain their thinking and have a positive attitude about themselves as learners of mathematics. Inspired by the 'rope model' proposed by Kilpatrick et al. (2001), which draws attention to the importance of a balanced curriculum developing all five strands of mathematical proficiency equally rather than promoting some strands at the expense of others, we have developed this new model and image which uses child-friendly language so that teachers and parents can share with learners five key ingredients that characterise successful mathematicians: 

• Understanding: Maths is a network of linked ideas. I can connect new mathematical thinking to what I already know and understand.
• Tools: I have a toolkit that I can choose tools from to help me solve problems. Practising using these tools helps me become a better mathematician.
• Problem solving: Problem solving is an important part of maths. I can use my understanding, skills and reasoning to help me work towards solutions.
• Reasoning: Maths is logical. I can convince myself that my thinking is correct and I can explain my reasoning to others.
• Attitude: Maths makes sense and is worth spending time on. I can enjoy maths and become better at it by persevering.

Using the tool during remote learning and beyond

This reflection tool helps learners to recognise where their mathematical strengths and weaknesses lie. Each of the maths activities in our accompanying primary and secondary features is designed to offer learners opportunities to develop their mathematical capabilities in multiple strands. We hope learners will have a go at some of the activities and then take time to reflect on their own mathematical capabilities, so that when full-time schooling returns for all they are ready to share their excitement about what they have achieved, and are eager to continue on their mathematical journeys.

At NRICH, we believe that following the current period of remote learning, success in settling back into schools will be aided by recognising and acknowledging the mathematical learning that has been achieved at home, and encouraging learners to reflect on how they see themselves as mathematicians. It may be that some learners will not recognise the value of what they have achieved while they have been out of the classroom, because what they have been doing at home may be quite different from what they usually do in school. We want learners to appreciate that there are many ways to demonstrate their mathematical capabilities, and to recognise the ways in which they behave mathematically. By inviting children and students to assess their mathematical progress on a broad range of measures, we hope to change the narrative to recognise what learners have achieved, rather than focusing on what they have missed. 

Get involved….

As the current period of remote learning continues, we’re continuing to develop new free maths resources, and we always value input from teachers. On 3 February 2021, the NRICH team is hosting an online meetup for NACE members during which we’ll share an exciting new classroom resource, currently under development, intended to challenge able mathematicians. The session will involve an opportunity to explore this new resource and share your insights to help inform its future development. We look forward to working with you. Details and booking.

Very best wishes for 2021 – the NRICH team.

Ref: Kilpatrick, J., Swafford, J. and Findell, F. (eds) (2001) Adding It Up: Helping Children Learn Mathematics. Mathematics Learning Study Committee: National Research Council.