The National Strategies on the web - All sections of the site

Errors and misconceptions: Year 6 multiplication and division

First overview resource of a teaching sequence on long multiplication of a three-digit by a two-digit integer and short multiplication and division of whole numbers. A table shows essential multiplication and division knowledge and skills, where common errors and misconceptions are paired with a downloadable tracking chart. Relevant downloadable teaching materials and guides are also provided.

Progression maps: Using and applying mathematics – Communicating: Step 2 Objective

This objective focuses on beginning to organise work, and using and interpreting mathematical symbols and diagrams. Using an investigation based on the example of 'shading squares', teachers can identify the skills which pupils should already have at this stage of their learning, ask a number of probing questions and use the 'line crossings' investigation if they encounter any learning barriers. This objective is part of a progression map for the Communication strand of Using and Applying Mathematics (UAM).

Progression maps: Using and applying mathematics – Communicating: Step 4 Objective

This objective focuses on presenting information and results in a clear and organised way, and presenting solutions or findings in the context of the problem or task. Using an investigation based on the example of 'shading squares', teachers can identify the skills which pupils should already have at this stage of their learning, ask a number of probing questions and use the 'line crossings' investigation if they encounter any learning barriers. This objective is part of a progression map for the Communication strand of Using and Applying Mathematics (UAM).

Progression maps: Using and applying mathematics – Communicating: Step 6 Objective

This objective focuses on showing understanding of situations by describing them mathematically, by making correct use of symbols, words, diagrams, tables and graphs. Using an investigation based on the example of 'shading squares', teachers can identify the skills which pupils should already have at this stage of their learning, ask a number of probing questions and use the 'line crossings' investigation if they encounter any learning barriers. This objective is part of a progression map for the Communication strand of Using and Applying Mathematics (UAM).

Progression maps: Using and applying mathematics – Communicating: Step 1 Objective

This objective focuses on discussing work using mathematical language, and representing work using symbols and simple diagrams. Using an investigation based on the example of 'shading squares', teachers can identify the skills which pupils should already have at this stage of their learning, ask a number of probing questions and use the 'line crossings' investigation if they encounter any learning barriers. This objective is part of a progression map for the Communication strand of Using and Applying Mathematics (UAM). For further information, see: Using and Applying Mathematics.

SEAL: Theme by theme: SEAL Theme 3: Say no to bullying

Social and Emotional Aspects of Learning (SEAL) materials that aims to develop and revisit four of the key social and emotional aspects of learning covered in previous themes through a focus on bullying - what it is, how it feels, why people bully, how we can prevent and respond to it, and how children can use their social, emotional and behavioural skills to tackle this problem.

SEAL: Theme by theme: SEAL Theme 6: Relationships

Social and Emotional Aspects of Learning (SEAL) materials that explore feelings within the context of our important relationships. The theme aims to develop knowledge, understanding and skills in three key social and emotional aspects of learning: self-awareness, managing feelings and empathy.

Talk for writing: Continuing professional development

Talk for writing grew out of a series of workshops that professional writer Pie Corbett presented on behalf of the National Strategies in 2008 and is built around the experience of teachers who subsequently developed these approaches in their own classrooms.

Progression maps: Using and applying mathematics – Reasoning: Step 10 Objective

This objective focuses on pupils being able to appreciate the difference between mathematical explanation and experimental evidence. Using an investigation based on the 'hollow squares' example, teachers can identify the skills which pupils should already have at this stage of their learning, ask them a number of probing questions and use the 'line crossings' investigation if they encounter any learning barriers. This objective is part of a progression map for the Reasoning strand of Using and Applying Mathematics (UAM).

Progression maps: Using and applying mathematics – Problem solving: Step 1 Objective

This objective focuses on trying different approaches to solve a problem. Using an investigation based on the example of 'Final Score', teachers can identify the skills which pupils should already have at this stage of their learning, ask a number of probing questions and use the 'line crossings' investigation if they encounter any learning barriers. This objective is part of Using and Applying Mathematics (UAM). For further information, see: Using and Applying Mathematics.