Can teachers be replaced by technology in the future?

I believe this is possible for teachers to be replaced in the future because technology is so advanced and we are seeing further advances every day in artificial intelligence, over the past twenty years technology has started to replace: check-out cashiers, factory workers, furniture manufacturers, bridge toll collectors, railway station ticket seller along with many more vocations. It is difficult to think of jobs that are not in jeopardy of being replaced by technology and robots in the future, so what’s to say the same would not happen to teachers?

So many people today are reliant on technology and the media and this is also the case in schools especially in secondary schools and universities. So many resources and tasks are now posted online the amount of time spent in a school environment is declining. All the work done by teachers could be posted online for students to study at home. 

However, teachers will always be needed to manage the classroom environment and to give students the encouragement they need. Part of education for children is teaching them social-emotional skills. Students may be digital wizzes, but they still need help in locating and using digital resources in the correct way for learning. Teachers are there for support and help and can assess and track children’s development from seeing them on a daily basis.

The role of education technology is continuously expanding from projectors to smart boards and enabling the better interaction between teachers and students in the classroom, Fedena, 2019.  Teachers do more than just the one-way task of instructing a student. They help identify problems for students that might be more personal or emotional in nature, that a machine cannot pick up on. They help put lessons into context, which might not be possible for a piece of technology to do. Technology can be built to aid teachers, but not replace them.

References:

Fendena (2019) Teachers vs Technology. Online at:  https://fedena.com/blog/2018/05/teachers-vs-technology-can-technology-replace-teachers.html [Accessed 2/4/19]

Why is reading for pleasure important?

Reading is an essential skill part of everyday life and is not just a classroom activity. Reading is a skill that becomes better with practice. It is important to develop skills when reading for pleasure at a young age as it can have a distinct impact on your later educational pursuits. It is necessary to continue to develop reading skills, even when a child is beginning to read simple books it helps with their speech and language development.

Our research report specifically shows that the benefits of reading are more likely to be felt when reading takes place through free choice. The outcomes of reading will occur more often and more strongly if reading is enjoyable in the first instance.

What is reading for pleasure?

Reading for pleasure is choosing to read without being set a task of reading, it is making the choice independently because it is something you enjoy rather than something you need to do. Choosing to read, gives the child ownership and their own of direction and sense of achievement when they have finished a book. It encompasses a wide range of genres and publications, and includes both fiction and non-fiction. For example, gardening or cookery books can be read as instructional texts in order to carry out specific tasks, but can also be read purely for pleasure. Similarly, fiction is often considered to be read for pleasure – but may also be read for academic study. Skillswise, 2019

Benefits of reading for pleasure include: increased sense of emotion, improved relationships with others, becoming enthralled by a book, it widens horizons, you can do it anywhere it prevents boredom and promotes relaxation. A growing number of studies show that promoting reading can have a major impact on children and adults and their future. Upon reviewing the research literature, Clark and Rumbold (2006) identify several main areas of the benefits to reading for pleasure: Reading attainment and writing ability; Text comprehension and grammar; Breadth of vocabulary; Positive reading attitudes; Greater self-confidence as a reader; Pleasure in reading in later life; General knowledge; A better understanding of other cultures; Community participation; and A greater insight into human nature and decision-making.

Different authors all use ways of engaging their audience by using different methods. Dahl uses storytelling techniques that have been linked to traditional oral storytelling devices (Adams, 2016) He presents these devices under the acronym ‘HMMMM’ Here, Mind, Music, Magic, Mystery which are all ways of capturing the attention of children when storytelling.

How can you promote reading for pleasure in a classroom?

It is important within a primary school to have reading displayed on doors and in classrooms.  As a teacher you could introduce book of the month or have a reading wall that gets changed regularly, within most primary school classrooms teachers have an interactive book corner which is important for students to have the opportunity to go and have a quiet five minutes to calm down or relax. This can be taken as a reward so children want to enter the book corner and therefore then this promotes good behaviour as well as encouraging reading for pleasure. Within a school it is important to have a library that children have the option to attend on a regular basis and take out a book  that they find interesting and that they are intrigued to read.

References:

The reading agency (2015) Why is reading for pleasure important? online at: https://readingagency.org.uk/news/blog/why-is-reading-for-pleasure-important.html [Accessed 13/4/19]

Skillswise, (2019) Reading for pleasure to support the engagement and motivation of learners. Online at: http://www.bbc.co.uk/skillswise/tutors/using-skillswise-as-a-tutor/reading-for-pleasure [Accessed:13/4/19] BBC

Clark, C. & Rumbold, K. (2006). Reading for Pleasure a research overview. The National Literacy Trust.

Is technology easily monitored and safe within primary education?

There are ongoing arguments about whether or not technology should be fully implemented within primary education classrooms because of the vast array of positives and negatives. Positives include: huge databases with useful and up-to-date information, fun, interactive and educational games, bringing communities across the world closer together, creating real world scenarios within the comfort of a classroom, easy access, and many more. Negatives include: harmful material can easily be accessed, teachers can sometimes find it hard to monitor their student’s activity, risks of cyber bullying, people creating false personas, young children may find it difficult to keep on track becoming distracted and purchasing things which they should not.

Technology is beneficial within a classroom environment as it gives children the opportunity to broaden their knowledge far more than just the same old books that have been used before. Technology is becoming more common within classrooms with the likes of tablets, laptops and interactive boards being used.  There are however many reasons why practitioners and parents are concerned about the use of technology at a young age. The internet can be a dangerous place, especially for younger people as they are vulnerable and sometimes do not realise harmful material can be one click away. Government guidance across the UK highlights the importance of safeguarding pupils from harmful and inappropriate online material, NSPCC.

There is a lot of evidence to suggest that technology is easily monitored and can be controlled with ease by a teacher within a learning environment. Teachers can have access to a linked profile so they can see their student’s screens on one main screen, this makes it easier for teachers to track their student’s activity and to keep them on track with the task at hand. Monitoring progress is also convenient as teachers can track student’s history and keep an electronic copy of student’s progress and grades on a single spreadsheet. Graphs can also be made in correlation to a student’s grade average, this may give some teachers a clearer vision on who may need more help and support whilst also showing how some student’s react to different teaching methods.

I have found an acronym for internet safety rules from the website ‘UK Safer Internet Centre’ which allows for a memorable way of keeping safe whilst using the internet. The acronym used is ‘SMART’ which stands for

Safe - Keep safe by being careful not to give out personal information when you're chatting or posting online.

Meet - Meeting someone you have only been in touch with online can be dangerous. Only do so with your parents' or carers' permission and even then, only when they can be present.

Accepting - Accepting emails, messages, or opening files, images or texts from people you don't know or trust can lead to problems — they may contain viruses or nasty messages!

Reliable - Someone online might lie about who they are and information on the internet may not be true.

Tell - Tell a parent, carer or a trusted adult if someone, or something, makes you feel uncomfortable or worried, or if you or someone you know is being bullied online.

It is a great way for young students to use this to cap risk and keep them safer whilst using technology within a classroom.

I think this acronym is a reliable and clever way to keep young internet users safe as it covers the main issues of internet safety.

References:

NSPCC (2019) E-safety for schools. Online at: https://learning.nspcc.org.uk/research-resources/schools/e-safety-for-schools/ [Accessed: 12/4/19]

UK Safer Internet Centre. (2019) SMART Rules! Online at https://www.saferinternet.org.uk/advice-centre/young-people/resources-3-11s [Accessed: 12/4/19]

How can play promote learning in the primary school.?

Play is a key feature of any child’s development and learning. Bruce stated that, play is a spontaneous and active process where thinking, feeling and doing can thrive; when playing we are free to be inventive and creative. Play has a huge impact on a child’s fundamental skills of literacy, it helps to develop their speech development as well as their confidence and creative learning. Play affects a child’s development because holistically they will mature in all areas, this includes their physical, intellectual, emotional and social growth. Play influences the child to make independent, wise decisions and approaches to life. They will practice this and cooperate this into their learning. There are many different ways that play can benefit children, research suggests that play is vital for cognitive, creative, emotional, physical and social development and these developmental benefits last through adulthood (Brown & Patte, 2013). So many topics can be covered through play but some have a bigger impact than others, for example English and literacy. Within the primary school, children can develop their speaking and listening skills through all forms of play. These range from, outdoor play, arts and craft, construction play and role play. Through these examples, children can develop their social skills as well as their literacy and mathematics skills, when carrying out construction play children are estimating space awareness as well as measuring and science. Play provides opportunities to develop knowledge, understanding and skills through a range of contexts spanning all subjects in the curriculum it also develops natural curiosity and stimulates imagination.

References:

·         Bruce, T. (2011) Cultivating Creativity: for babies, Toddlers and Young Children. London: Hodder. 

·         Brown, F & Patte, M (2013) Rethinking Children’s Play. Bloomsbury Publishing.

Maths in the outdoors

I believe it is important to encourage maths and cross curricular subjects in the outdoors. This can be done in so many ways and is so easy to carry out as a practitioner.  We spent a seminar session looking at how you can teach maths in the outdoors. As a group we looked at the resources you can use and how you can also do it with limited resources and use natural materials.

What are benefits of doing maths in the outdoors?

-       By doing maths outside as a child you can physically see how maths works rather than in theory and on paper.

-       You can also use resources to interlink different topics like science and physical education.

-       Teaching outdoors keeps children engaged and by changing the environment you keep the children interested as well as excited which motivates them to listen to the practitioner.

-       It can bring out the confidence of some students as they are in a different environment and therefore may feel less pressure.

-       Children have a higher level of motivation

-       There is the opportunity to see maths as cross-curricular.

-       Learning outdoors gives you a meaningful application of problem solving strategies and thinking skills and a heightened sense of purpose and relevance.

-       By teaching outside you gain a realisation that our environment offerers opportunities for learning and enjoyment

Maths can make some people feel anxious, leading them to avoid situations where they may have to use mathematics (Chinn, 2012). Doing maths in the outdoors can distract them from this fear and often when lessons are taught outdoors children forget they're learning and just enjoy what is happening.

       What are the challenges of teaching in the outdoors?

As well as the many benefits there are also some weaknesses of working with children outdoors such as;

-       There is an increase of risk due to unsteady environments.

-       Children can become excited and therefore distracted as it is not their normal environment, this can cause interruption from others education and disruption for the teacher.

-       There are limited resources in the outdoors whereas inside, classrooms are tailored to teach so therefore equipped with appropriate materials to meet the curriculum.

References: 
Chinn, S., 2012. Beliefs, Anxiety and Avoiding Fear in Mathematics. Child Development Research 2012.

How can a classroom benefit the learning of a child?

Being in a classroom as apposed to any other environment is beneficial for a child as it can be extremely influential and motivational for a child to work hard and find it an easier environment to concentrate and participate in learning.

What makes a good classroom environment?

A good classroom is made up of beneficial resources such as posters, interactive activities, display boards, fun shapes and relevant characters that children can relate to.  Posters are great to have up in classrooms because they are cost efficient and will last a long time especially those which are laminated and water resistant will last for years and can be changed around when different classes move up.

It is important to change round classrooms often that children spend a lot of their time in, children look around and acknowledge things around them if they are the same displays and features in a classroom, children are looking at the same things and not learning anything new.

Wall display boards are key in a classroom and they ensure as a teacher that your walls are stimulating and beneficial because they can show parents what their child is learning as well as giving information for the pupils.

Often, teachers display their students work when they have completed an activity. This gives children a positive self-esteem and confidence in themselves, as well as motivation to do well in tasks and get their work displayed.

What is good to include on wall displays?

Any effective wall display includes;

* Bold catchy titles and it is important to include the title of the topic such as Mr Alligators Algebra, this

* A variation of different boarders and backgrounds.

* Colourful and vibrant images.

* Using bold writing, quotes or alliteration gives a stronger impact and draws attention to the topic title.

In conclusion a good classroom requires practical activities, children’s work presented across the room and bold text and information to aid learning.

Why is it important to incorporate outdoor learning into primary school education?

In an Areas of Learning and Experience seminar we worked in groups to create a 'Fairy house' which we then created a story based on this to tell to the other groups. We then each gave a pitch as to why ours was bets to live in. It is important to incorporate outdoor learning into children’s education because children are given the opportunities to build shelters, learn about cooking on and lighting fires, learning some tool skills, and be taught basic outdoor health and safety skills. Children can get involved with collecting wood and resources and therefore do things more hands on which makes it more fun and interactive. Forest school within school links with nature play which is children exploring and enjoying the natural environment through their freely chosen play. (Brown, & Patte, 2013) This gives children the chance to build on their personal skills as well as their intellectual skills and develop both their self-confidence and self-esteem, understanding and respect of nature Rigg Farm, (2011). Children have the opportunity to play in environments that aren’t as common now as they were years ago, due to safety and technology children are now restricted to stay indoors and not be as adventurous and unstructured as play is now. The natural world will be seen and experienced from season to season given the children a true Brown, F & Patte, M (2013) Rethinking Children’s Play. Bloomsbury Publishing.

When teaching numeracy, it is important to remember that maths needs to be fun, use a variety of teaching styles, be exciting and rewarding, you need to make it memorable, you need to challenge the children and keep the tasks active. Teaching in the outdoors will meet all these objectives and be effective for all students. It is essential that the outside learning area is an extension of the classroom, therefore there must be opportunities for the children to develop and extend their mathematical thinking and understanding. By creating stimulating mathematical resources, pupils will have the opportunity to consolidate their learning and see maths as part of their everyday life and not something that happens for an hour a day in a classroom. When outside children are less restricted and have the freedom to sing, talk and shout, making it possible to engage in lively play, conversation and debate. Sargent, M.

References:

Rigg Farm (2011) Rigg farm Montessori nursery. Online at: www.riggfarmmontessori.com/index2.html. [Accessed: 02/12/18]

Sargent, M. Developing Early Maths Skills Outdoors. Online at: https://learn.cardiffmet.ac.uk/pluginfile.php/941644/mod_resource/content/1/Developing%20Early%20Maths%20Skills%20Outdoors.pdf 

How can an adults outlook on mathematics impact on a child’s education?

A child’s mathematics experience and learning can be massively impacted on by an adult’s opinion. If a teacher shows a negative outlook on the subject it can impact the child. A lot of children say that they dislike maths and this is often because they hear negative talk about the subject. Negative attitudes towards maths are damaging, leading to disengagement, increased anxiety and a lack of confidence, and a hesitancy to try to improve skills. After reading an article on Parent Attitudes Influence Their Children's Attitudes Toward Math and Science, I have come to realise that parents are very stereotypical when it comes to buying specific toys, games and books for boys related to maths and science. When it comes to learning maths in school, boys are often more adept to the subject than girls due to the advantages of these gender specific games and books. It is culturally acceptable in the UK to be negative about maths, in a way that we don’t talk about other life skills. We hear ‘I can’t do maths’ so often it doesn’t seem a strange thing to say (Kowsun, 2008). Maths is seen as the remit of ‘mad scientists’, ‘nerdy’ boys, and the socially inept (Epstein et al, 2010). We talk about maths as though it is a genetic gift possessed only by a rare few, and inaccessible to the general public.

References:

Gifted Child Today, (2008) Parent Attitudes Influence Their Children's Attitudes Toward Math and Science, vol. 31, no. 2, pp. 9.

Kowsun, J. 2008. This innumerate isle – Online at http://www.tes.co.uk/article.aspx?storycode=2033102 [Accessed 11.1.19].

Epstein, D., Mendick, H., Moreau, M.-P., (2010). Imagining the mathematician: young people talking about popular representations of maths. Discourse: Studies in the Cultural Politics of Education 31, 45–60.

Why is problem solving and reasoning important in primary school mathematics?

Problem solving is beneficial for children as they are constantly learning how to develop a wide variety of different skills developing reasoning skills in Maths is vital to being successful in new curriculum SATs. 

Within foundation phase mathematics in Wales the curriculum as stated in the Donaldson report, will focus on developing numerical reasoning, there will be a stronger emphasis on using number skills, measuring skills and lastly using data skills. In Scotland number, money, measurement, shape, position, movement and information handling are the key elements that early level focuses on. Education Scotland, 2017. The new curriculum will focus on they both focus on data management, t Each of the Areas of Learning and Experience should make distinct and strong contributions to developing the four purposes of the curriculum. Taken together, they should define the breadth of the curriculum. Donaldson, 2015.

What is the purpose of preschool education?

Preschool education is the start of a child’s structured academic journey. It can start as early as nursery or preschool where children learn basic skills essential for everyday life, such as washing their hands or brushing their teeth. Even from a young age it’s so important for children to be in education because it’s a vital part of their life. Nursery is where children learn colours, the alphabet and first start learning numbers. I believe it shapes their lives and gives them incredible opportunities that they may not necessarily get at home.  Researchers claim that attending a good pre-school and primary has more impact on children’s academic progress than their gender or family background. (Lipsett, A. 2008) Preschool education is brilliant for children because it is building them up for the first 13+ years of their lives. It gets you into a set routine pattern which prepares a child for primary school so it is less of a change when they come around to moving up.

Preschool programs are particularly successful in giving children from vulnerable families a boost, putting them on even footing with more affluent families as they prepare to start school. Preschool also helps to develop children’s executive function skills: the ability to hold and manipulate information in the brain, plan and regulate one’s behaviour, problem-solve, and be creative. Emotional self-regulation skills: the ability to adapt behaviours depending on the situation, to control impulses and to shift attention. Self-regulation in learning skills: the ability to postpone immediate satisfaction to attain long-term goals, sustain attention, be persistent, and remain concentrated.

References:

Lipsett, A. (2008) Nursery and primary school are more important than home environment, study shows. Online at: https://www.theguardian.com/profile/anthealipsett Accessed [24/02/19] The Guardian. 

Encyclopaedia on Early Childhood Development (2012) Preschool programs Online at: http://www.child-encyclopedia.com/preschool-programs [Accessed; 24/02/19]

How does technology improve primary education?

Technology has a very big impact on today's society and the world we live in, this is only going to develop further and become more influential on people’s lives. Bringing an aspect of technology into education is extremely important and can show children as well as parents how technology can be used as a positive.

Technology can be used to engage children especially those who struggle to concentrate or find it hard to focus. Children can get distracted if a teacher is sat in front of them talking at them in an attempt to teach. There are many ways that technology can be used to prevent this such as using PowerPoint presentations or videos to gage interest. This is something different from writing on a whiteboard so for children they find it more interesting and exciting.

Technology can develop education by giving students additional resources and options to seek extra support online. Within a lot of school’s teachers set homework over online sources such as MyMaths or Purplemash. For students who need to spend more time practicing a concept, online exercises and curriculum can also help them work at their own pace and still keep up with their peers. Khan, T (2019) This approach benefits both the pupil and the teacher as it can be easier to use as well as quicker for the classroom teacher when they have on average 30 students work to mark, it is sometimes easier to access and there is no excuse of it getting lost. In addition to this is saves a lot of printing ink and is better for the environment.  Since the introduction of computers, tablets, and mobile phones, there has been a great scope of education applications that allow learners to learn various concepts in a playful manner. Moreover, they can access to live streaming videos online to better understand an idea, subject, or concept. Morrison, 2018

How is technology already used within the primary schools and how is this beneficial?

Standardised tests can be done through computers rather than with a pen and work book, registers are completed by class teacher using an online database, PowerPoint presentations are made online and often shown to the class by using a smartboard. Within specific lessons videos can be shown to demonstrate things or show examples, for example, in science lessons experiments videos can be shown before they are carried out instead of, just being shown by a teacher. This makes work interactive and fun for children and they tend to learn more from a first-hand experience and want to then get involved and try out what they have watched.

Many schools have brought in the use of iPad and own one of two per classrooms, they use these a lot of the time to take photos and use them on the school’s social media pages like twitter or Facebook, this is a way of showing parents and other people what the children get up to and are learning.

References:

Khan, T (2019) How Technology Can (and Does) Improve Education. Online at: https://www.trustradius.com/buyer-blog/how-technology-improves-education [Accessed 24/4/19]  

Morrison, J (2018) 8 Ways Technology Improves Education. Online at: https://elearningindustry.com/technology-improves-education-8-ways [Accessed 24/4/19] 

The importance of story telling.

What is storytelling?

Storytelling is the interactive art of using words and actions to reveal the elements and images of a story while encouraging the listener’s imagination. (National Storytelling Network. 2019) Storytelling is often described as an ‘art’ not a skill or a technique. It is a way that you can use your imagination and put yourself in a different place. Storytelling is beneficial for children because it gives them the opportunity to enhance creativity, curiosity and imagination. Stories create magic and a sense of wonder at the world. British council.

What are the benefits of storytelling?

Children use storytelling to communicate with each other, build relationships and share memories.  It is beneficial for holistic development and through storytelling children are encouraged to listen to others, whether it be the storyteller or others listening to the story. They learn to be more patient and to let others speak; they begin to understand that others may not interpret things in the same way they do. Kumon, 2019.

How is it used in the primary school?

Story telling is used everyday in the primary school through a variety of different ways. Mainly in foundation phase, storytelling is often a daily occurrence where the class teacher will take time out of the day to sit and read a story. This is beneficial to children as it gives them time to feel relaxed while they concentrate on the practitioner whilst listening to the story. Storytelling is engaging for children and important for their development, when listening to stories children pick up on vocabulary and increase children's development in writing.

What can a practitioner do for a successful storytelling experience?

As a classroom teacher, you can encourage your children to read outside of the school environment sending them home with guided reading tasks. Promoting reading through the classroom ‘reading corner’ ensuring children have an environment that they can go to either quietly or with friends where they can read comfortably and relax. The teacher can also encourage active participation when reading a class book, asking pupils questions based on the story or if they’d like to help read.

How can the practitioner engage the classroom when telling a story?

You can:

-       Vary the way you speak by changing the volume, pitch and tempo of your voice. make your body and face respond to the tale

-       Have a clear focus.

-       Maintain eye contact with the audience

-       Make the audience believe you

-       Use different, exaggerated character voices

-       Use silence and pauses to add dramatic effect

What is storytelling?

Storytelling is the interactive art of using words and actions to reveal the elements and images of a story while encouraging the listener’s imagination. (National Storytelling Network. 2019) Storytelling is often described as an ‘art’ not a skill or a technique. It is a way that you can use your imagination and put yourself in a different place. Storytelling is beneficial for children because it gives them the opportunity to enhance creativity, curiosity and imagination. Stories create magic and a sense of wonder at the world. British council.

What are the benefits of storytelling?

Children use storytelling to communicate with each other, build relationships and share memories.  It is beneficial for holistic development and through storytelling children are encouraged to listen to others, whether it be the storyteller or others listening to the story. They learn to be more patient and to let others speak; they begin to understand that others may not interpret things in the same way they do. Kumon, 2019.

How is it used in the primary school?

Story telling is used everyday in the primary school through a variety of different ways. Mainly in foundation phase, storytelling is often a daily occurrence where the class teacher will take time out of the day to sit and read a story. This is beneficial to children as it gives them time to feel relaxed while they concentrate on the practitioner whilst listening to the story. Storytelling is engaging for children and important for their development, when listening to stories children pick up on vocabulary and increase children's development in writing.

What can a practitioner do for a successful storytelling experience?

As a classroom teacher, you can encourage your children to read outside of the school environment sending them home with guided reading tasks. Promoting reading through the classroom ‘reading corner’ ensuring children have an environment that they can go to either quietly or with friends where they can read comfortably and relax. The teacher can also encourage active participation when reading a class book, asking pupils questions based on the story or if they’d like to help read.

How can the practitioner engage the classroom when telling a story?

You can:

-       -  Vary the way you speak by changing the volume, pitch and tempo of your voice. 

-   - Have a clear focus.

-       - Maintain eye contact with the audience

-       - Make the audience believe you

-       - Use different, exaggerated character voices

-       - Use silence and pauses to add dramatic effect

References:

-      *  National Storytelling Network.(2019) Online at: https://storynet.org/what-is-storytelling/ Accessed [6/2/19]

-       * British council BBC. Storytelling - benefits and tips. Online at: https://www.teachingenglish.org.uk/article/storytelling-benefits-tips [Accessed: 03/05/19]  

-      *  Kumon, 2019. The benefits of storytelling. Online at: https://www.kumon.co.uk/blog/the-benefits-of-storytelling/ [Accessed: 03/05/19]  

How can you learn mathematics using real world problems?

Whilst being on placement in reception I have seen cash handling within role play in the reception classroom. The children had the opportunity whilst on 'choose' to go in the role play area, which, at the time was at a supermarket. 'Choose' is a time the children get to choose form a selection of options whilst the teacher is working with a particular group. When in maths lessons it is important to give children, worded questions based on a range of real-world problems as well as straight forward sums.  This helps them to realise the importance of maths and how they can use what they learn in school in real life.

When can you use maths outside of the classroom?

-       Maths can be used when building things, measuring is important skill to use within the primary school. Without learning this skill at an early age, something as easy as measuring a plank of wood to build a bench can prove really difficult.                                  

-       For baking maths is an essential skill, estimating and weighing ingredients are extremely important when baking a cake.

-       You can use Maths when shopping with parents etc.

-       When driving by estimating the amount of fuel you’ll need to planning out a trip based on miles per hour and distance travelled.

-       Maths helps you manage time effectively.

‘I see pupils learning things sometimes that they don’t perhaps make sense of quite so quickly indoors ... This morning with the numeracy, I know a lot of children would have really struggled with grasping the concept of perimeters, but being able to walk it out ... made a lot more sense to them’ (Teacher).”(Plymouth University, 2016)