Our progressive short maths blocks carry many advantages:
Children struggle to really remember all the content of a particular block if that topic is not re-visited for another 5or 6 months. Re-teaching is time-wasting and can be soul-destroying. Revisiting indubitably prevents the necessity.
In maths, more than in many subjects, the order in which we teach things matters. Shorter blocks take a more skill-based approach to the order in which specific mathematical topics are covered.
Some mathematical subjects need to be introduced to children in short bursts, so that no-one has time to get discouraged. Later in the year, we can to re-visit these, by which time our previous teaching will have had time to bed down, and we are likely to find children much more receptive to the learning required.
It is almost impossible to prevent both teachers and children from simply losing the will to live as long blocks wind interminably on. There is a certain amount of time after which it is really good to get a break with a different topic.
All these issues persuade us at Hamilton that the ideal person to decide the length of a specific block is the teacher. The shorter blocks further enable a more tailored approach. We thoroughly recommend them.
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