In recent years, schools have invested in high-quality phonics teaching, with many adopting validated Systematic Synthetic Phonics (SSP) programmes. Rightly so - we know that a phonics-first approach remains the most effective way to teach young readers the code of written language - enabling them to accurately decode the words on a page and develop their language comprehension. Children need both ‘good word reading’ and ‘good language comprehension’ to become ‘good readers’, as detailed in the simple view of reading:  

Why do Year One pupils need fluency instruction? 

It’s a valid question - and one we asked ourselves when we began the trial phase of our Year One Reading Fluency Project. Children in Year One are still developing their knowledge of Grapheme-Phoneme Correspondences (GPCs). Because of this, both their decoding accuracy and reading fluency are still emerging, and since fluency acts as a bridge between word recognition and comprehension, their overall understanding of texts is also still in development. 

However… 

Through our work with Year One teachers and pupils, we’ve observed a key pattern: while many children grow increasingly confident in recognising GPCs or words in isolation - such as on flashcards or during phonics assessments - they often struggle to apply this knowledge when reading connected text. Even with well-matched decodable books, some pupils fail to recognise familiar words or rely heavily on overt sounding out, which disrupts their fluency, hindering their comprehension and of course their enjoyment and attitudes toward reading and books in general. 

Many children also face challenges with foundational reading skills, such as tracking text with their eyes or fingers, and understanding basic print concepts like directionality, spacing, or how books ‘work’. 

We’ve also seen similar challenges in writing. Many pupils find it difficult to transfer their decoding skills into accurate spelling, highlighting a fragile link between decoding (reading) and encoding (spelling). 

This led to the launch of the Year One Reading Fluency Project: Foundational Fluency. 

Following a successful trial and pilot phase, the project is now in its first official round. It forms a key part of our wider Reading Fluency family, designed to strengthen the foundations of fluent reading from the very start. 

How does the project work? 

The Year One Reading Fluency Project is designed to develop children’s accuracy and automaticity, and later their prosody, thereby strengthening the fluency bridge to comprehension and enjoyment. 

Authentic assessment

Through high-quality, diagnostic assessments, teachers are supported in closely analysing their pupils' reading behaviours. This insight directly informs fluency instruction, making it more targeted and effective. Many teachers have described the assessment process as ‘eye-opening’, offering a clearer picture of what children can - and can’t yet - do as developing readers. 

Accessible reading

Many teachers involved in the Year One Reading Fluency Project have found that, although phonics assessments often place children within a specific book band, stage, or phonics phase, the texts at these levels are frequently pitched too high. While pupils may have been exposed to the relevant GPCs or vocabulary during phonics lessons, this knowledge is not always securely embedded or readily accessible when reading in context.

By lowering the pitch of independent reading texts - ensuring they are truly decodable and matched to pupils’ secure knowledge - teachers notice a significant improvement in both reading confidence and engagement. Children are more likely to access the text successfully, leading to a greater sense of achievement and willingness to re-engage with reading.

As Dr. Timothy Rasinski highlights in his research, reading fluency is not just about speed and accuracy, but about fostering a sense of competence and motivation. When children feel successful, they are far more likely to persevere and develop a positive relationship with reading. This echoes the findings of our own research into Reading Fluency, which emphasises the importance of explicit fluency instruction. 

Explicit fluency instruction  

At the heart of the Year One Reading Fluency Project is repeated reading - a powerful strategy that allows children to revisit a carefully selected text multiple times. Through guided, purposeful repetition and the use of targeted strategies, pupils are supported in developing automaticity, which in turn reduces cognitive load. With decoding becoming more effortless, children are freed to focus on other elements of fluency and of course, comprehension and enjoyment.

Alongside repeated reading, the project places strong emphasis on explicit vocabulary instruction, print awareness, and oral language development. These elements help pupils become active, reflective readers who can monitor and make sense of what they read. 

Each fluency session is intentionally designed to support not just accuracy and automaticity, but also prosody, confidence, and deeper text understanding. Together, these components lay a strong foundation for long-term reading success - and a lifelong love of reading.

The outcome: promising progress from trial to pilot

The results from our trial and pilot phases have been highly encouraging. Analysis of pre- and post-assessment data reveals clear progress across several core areas of early reading fluency:

Fluency

On average, children made a 3.5-point gain in their fluency scores, based on Dr. Tim Rasinski's fluency rubric, with an impressive 97% of pupils showing progress - demonstrating the project’s effectiveness in building confident, independent readers.

Accuracy

We observed a substantial 16 percentage point improvement in reading accuracy, with 82% of children achieving over 90% accuracy by the end of the project. Accurate word recognition is a vital foundation for fluent, meaningful reading. Significantly, teachers reported noticeable changes in their pupils’ application.

Automaticity

Children’s reading rate also showed significant gains, with an average increase of 10.5 words per minute, reaching an overall average of 24.7 words per minute. This increase in reading rate, combined with maintained or improved accuracy, reflects a freeing of pupils’ cognitive load with meaningful development in automaticity!

Reading Behaviours: Growing Confidence and Motivation

The data shows clear progress in key reading behaviours, particularly in motivation and engagement. A growing number of children now report that they enjoy reading – now, both at home and at school. Many describe themselves as ‘good readers’, reflecting a positive shift in their perception of themselves as readers.

Teachers have also observed noticeable improvements in oral and reading blending, the ability to combine individual sounds to form words - whether heard aloud or seen in print - with less overt sounding out and greater fluency in decoding. Children who were once reluctant readers are now showing increased enthusiasm and confidence, becoming more willing and motivated to engage with texts independently.

During the project’s final review, teachers voiced powerful reflections, including:

• “One girl, who used to sound out every word, now reads with automaticity!”
• “My children are now checking for errors and self-monitoring.”
• “My less confident readers are now so enthusiastic and can’t wait for the sessions.”
• “We have seen more engagement with home reading and an improvement in reading attitudes!”
• “Children have loved bringing the text to life!”
• “A previously less confident reader asked to read in assembly… and they did!”

…and that is the point of reading!

Join us! 

These outcomes underscore the value of focused fluency instruction and the importance of carefully matched, accessible texts. As we continue to refine the Year One Reading Fluency Project, these findings inspire confidence in the impact it can have on young readers’ success. 

To find out more about participating in the Year 1 Reading Fluency Project: Foundational Fluency, email us reading.fluency@hfleducation.org.

Wake up, check phone, shower, get dressed, wake up child, eat breakfast… Sound familiar? This is pretty much my morning routine during the week. It is not exciting and sometimes the timings alter (depending on how tired I am) but generally it remains the same and prepares me, and my family, for the day ahead. We all have different routines to help us navigate our day. We even have routines within routines! However, not all routines are effective, and this can impact on the success of completing a task, time keeping and controlling emotions. Does this sound familiar to what you see in provision? Routines play a crucial role in not only maintaining structure to the day but also in supporting child development. 

Firstly, it is important to remember that a routine is different to a timetable, although some parts of our routine are dictated by time, such as mealtimes, access to other rooms/spaces and collection times. Routines are more fluid in nature and can sometimes be referred to as the rhythm of the day. This involves creating a consistent yet flexible framework for your day, helping you manage tasks, transitions, and downtime effectively. 

What are the benefits of effective routines? 

Sense of security

Predictable routines help children feel safe and secure. Knowing what to expect reduces anxiety and stress, making them feel more in control of their environment.

Emotional regulation

Regular routines help children develop self-regulation skills, which are essential for managing their emotions and behaviours. This stability allows them to face daily challenges with resilience and confidence.

Independence and responsibility

Following a daily schedule teaches children to complete tasks on their own, such as choosing, using and returning resources or locating and collecting belongings. This builds confidence and prepares them for future responsibilities.

Time management skills

Understanding time and schedules helps children prioritise daily tasks, manage transitions smoothly, and balance play, learning, and rest. 

What makes an effective routine?

Consistency is key! All children like to know what is happening in their day, therefore establishing consistent routines through a carefully planned provision will be beneficial to everyone. 

Visual aids

The power of visual aids should never be underestimated. Sometimes, as adults we can appear to ‘go through the motions’ of using visual sequences, instructions or prompts but it is important that we continue to draw children’s attention to them frequently, especially when there is a change in routine. On many occasions, children have approached me, as an adult in the provision, to find out what is happening next and I always ask, “How can we find out?” Most of the time, I will be led to the visual timetable which has varying levels of success depending on how much value the practitioners have placed on implementing them. Some children will require extensive visual aids to enable them to access the curriculum but remember that all children will benefit from them - as long as they are used consistently and by all adults within the provision. 

Makes sense

Ensuring that that routines make sense is important. This requires careful consideration about the types of activities on offer. For example, if you have a timeslot to use a space for physical development followed by an adult led writing activity, you might find that this is very adult intensive and can be overwhelming for children in the early years. This can also be very onerous for the adults in the provision who are likely to be trying to set up activities whilst supporting children with transition points. Ensuring there is a balance and flow to routines will enable everyone within the provision an opportunity to process what is happening now and provides an awareness of what is coming next. 

Routines within routines

When you break down aspects of the day you will find that other little routines appear, usually out of necessity. These routines often appear naturally and are impacted by the layout of the environment. For example, you are unlikely to be able to fit ten or more children in cloakroom areas, so you manage this by filtering children off in smaller groups. Consider the expectations that you set throughout the day for completing tasks such as collecting belongings. You also cannot be everywhere at once and by providing simple, memorable instructions children will be able to develop their independence skills. Using short rhymes such as “Coat, Bag, Bottle” sung in a rhythmic way can be enough to remind children to collect these items. Mnemonics or visual aids to enhance these incidental routines can also be very helpful. 

Evolves

As the year progresses, just as with your learning environment, the routines will evolve to meet the changing needs of your cohorts. Reflecting on parts of your routine that no longer feel necessary and looking at where time is being maximised to support learning and development is crucial. “This is the way we always do it” is one of the most dangerous phrases that can be heard within schools and settings. We have to be openminded to change and reflective about all aspects of our practice. The children in front of you today will change so it should not be surprising that routines will need to change too. 

Overall, routines provide the structure and consistency that children need to thrive socially, emotionally, and academically. Do you have any specific routines in mind that you'd like to establish or improve for your cohort? If this is something you have identified as an area of development for your provision, please contact us for details about consultancy from our early year advisers and consultants earlyyearsteam@hfleducation.org. 

Why do children often find written division challenging and how can we best help them to overcome this?

In this blog my aim is to explore some of misconceptions within division that are evident to me, as pupils move towards formal written division in KS2.

Introduction

After the initial work on place value and mental strategies has taken place, children in Key Stage Two often move onto formal methods for calculation, including division.

This learning involves key concepts which are inextricably linked through the idea of ‘Multiplicative Fluency’, and I would like to share some insights from witnessing children carrying out calculations, the accompanying misconceptions linked to progression and the underlying links to both subject knowledge and my own associated research. In considering this process, I was led to the Julius Caeser quote as the title of this blog where the ’conquer’ reference relates to addressing those misconceptions.

The Mastery Readiness Programme

For several years, at HFL Education, myself and my colleagues, Nicola Adams, Laura Dell and Nicola Randall, have been Mastery Readiness Leads, supporting schools across Hertfordshire through the national Mastery Readiness Programme in association with the NCETM Maths Hubs. 

An integral part of the programme is to plan and deliver a series of workshops for Mastery Readiness Lead Teachers linked to the ‘Catalysts of Change’ that need to be considered before continuing the route through the overall Mastery Programme towards teaching for Mastery success:

One of the ‘Five Catalysts’ is Arithmetic Proficiency. Under this banner in the above graphic, you can see the key areas of development are focused on number facts linked to automaticity, number sense, accuracy, efficiency, flexibility and the importance of practice. To that end, it should be recognised that these aspects are all linked to mathematical fluency and as a result of considering this rationale a workshop that focused on multiplication and division was subsequently delivered to Mastery Readiness delegates from ten schools entitled ‘Multiplicative Fluency’.

Misconceptions within Multiplicative Fluency

In my extensive experience of observing primary school children in action closely and conducting a wide variety of Pupil Voice interviews, including carrying out the Lesson Study process that focuses predominantly on the children and not the teacher, I have found that the children do not automatically make specific links between division and multiplication. Often, when asking groups of children (including those who were deemed to be working at age-related expectations) what helps them to be able to carry out long (expanded) and short division effectively, few of them make any links to times tables or multiples and factors. I realise that this appears to be unfathomable, and I think that it is because division and multiplication are often taught separately, and so some children have not yet made the connections between multiplication and division, because they see them as being separate entities. The links needs to be represented effectively throughout children’s maths learning to allow networks of connections to be consolidated.

Multiplicative fluency relies on an understanding of multiplication as repeated addition. and division as repeated subtraction, supported by the concepts of equal grouping and inverse operations. Children need a deep understanding of sharing and grouping, which is developed throughout EYFS and Key Stage One.

In ESSENTIALMaths V2 multiplication and division are explicitly linked. For example, in Year Two this involves the correlation between arrays and fact families:

In my experience, the above representations can be problematic for some children, as they appear not to recognise the separate groups within the whole, even though they appear to be clearly demarcated by the red oval shaped lines. Again, this may seem to be unfathomable, but I have witnessed this misunderstanding on many occasions. I believe that this is because insufficient time is utilised in allowing children to explore the conceptual ideas through the manipulation of concrete materials i.e. the use of counters, before moving to pictorial depictions. I have found that one particular activity has the potential to address this situation.

It involves placing counters as an array on a sheet of A4 paper and asking children the following range of questions:

The children can then manipulate the counters if they need to and articulate and/or generate a range of statements that could include calculations.

The next step is key in facilitating opportunities for children to make specific links to multiplication and division including inverse operations:

Carrying out this process allows specific formative assessment to take place where children's understanding and any associated misconceptions or errors can be realised. I have witnessed such comments as ‘I can see groups of two’, ‘I can see four’, ‘There are two lots of six’.I believe that this eradicates any preconceived ideas of what a teacher might expect children to see, when in reality the outcomes might not meet the intended expectations. Children can then, of course, be directed towards understanding equal groups linked to multiplication and division. I have found that this process may require further ‘scaffolding’ to allow children to gain in-depth understanding and involves a representation, that I have adapted further, that was initially shared with me by Rachel Rayner, a former colleague and now headteacher.

It is also relevant to children moving towards using formal calculations, including remainders linked to fractions and decimals, and how this correlation, and the associated conceptual understanding, can be embedded to allow children to become fluent in their calculations. Through the utilisation of the Concrete – Pictorial – Abstract (CPA) rationale, an effective pedagogical approach could look like this:

Begin with a focus on the correct mathematical language.

(Please notice that the calculations are already complete - it is the mathematical process that is the focus.)

In this calculation, we want children to notice that we are taking equal groups of four.

Children place the counters in equal groups (of four, in this case) within the rectangles, which are being used as a scaffold.

Children can now see that you can make 5 equal groups of four counters. In this case there is nothing ‘left over’.

I have been utilising this for several years now as it provides a clear ‘picture’ of the process and involves representation of the calculation using the CPA approach. Linking the Concrete (the counters) to the dividend and then to the Pictorial in the associated scaffolded array, and to the Abstract (the written amounts) clearly shows the layout at the beginning of the process - I see it as being imperative that children also begin with the physical counters to manipulate, and that they write the associated calculation.

Potential misconception to be conquered: that we can only divide by sharing out one at a time.

We want the children to recognise that they can share the counters by grouping them equally into the rectangles rather than always deferring to a sharing (placing one at a time) method. If they can only carry out this process through sharing, the introduction of formal written calculation for division may need to be delayed, to avoid further misconceptions developing.

At this point it may be tempting to move the process forward into written division, but pupils may need time for further exploration first, to develop understanding and make connections. Key questions could include:

What else can you see?

What other calculations could you carry out?

How could this be represented as multiplication?

Can you manipulate the counters to show a different division calculation?

Potential misconception to be conquered: that multiplication and division are separate operations

We want children to recognise that division and multiplication are inextricably linked, part of the same bigger concept, rather than unconnected operations.

The next step introduces the idea of quotients:

This step is crucial where the link is explicitly made to remainders and what they ‘look like’. If we add one to the dividend of 20 to make 21 and still divide it by 4 then there will be one remaining or ‘left over’. The positioning of the counter is also crucial.

Potential misconception to be conquered: that the remainder is not really part of the quotient (or answer) and so doesn’t have a value of its own.

We want children to understand the value of any remainder rather than misinterpret its meaning.

This process can then be continued:

Before the main key misconception can be conquered:

If one more is added to the dividend to make 24, we want pupils to see that this creates another equal group as another multiple of four that can be added to the existing groups.

So here we can see that 5 remainder 4 equates to a quotient of 6. This scaffolding could be ‘faded’ and the children explain and show their understanding using the ‘Pictorial’ by drawing the rectangles and representing the counters, which could be circles or dots or anything else that represents the concept before moving completely to the ‘Abstract’ (written symbols).

The key understanding here is that if the dividend is increased by less than the amount of the divisor, then there will be a remainder which is included in the quotient. For me, this does not get explored in sufficient depth; too often, remainders and quotients are taught purely in the abstract and children are not able to make generalisations and recognise situations where this occurs. This, alongside the lack of correlation between multiplication and division, including repeated addition, repeated subtraction and multiples and factors does not ensure that the children have the necessary skills required to be able to calculate effectively.

In referring to Mastery Readiness Catalysts of Change, and the section entitled ‘Arithmetical Proficiency’, further recognition of different situations when performing calculations can be realised once deep understanding of the language of division and ‘what that actually looks like in practice’ has been understood. Flexibility and efficiency, linked directly to ‘securing number facts’ and ‘automaticity’ can be enhanced through effectiveness in Multiplicative Fluency.

If, for example, the calculation 96 ÷ 4 = is attempted by children, it is my experience that this will, more often than not, be attempted to be solved through the utilisation of a short formal division method:

As part of learning this process, I would always ask to children to articulate their understanding:

Within this scenario Dienes Apparatus is used to show that what is actually happening is 10, as the quotient from dividing 90 by 4 is regrouped with the 6 in the ‘ones’ column to result in 16 which is then divided by 4.

The national curriculum includes an expectation that year 3 pupils can ‘Write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for two-digit numbers times one-digit numbers, using mental and progressing to formal written methods.’ Within that scenario we also want the children to realise that flexible regrouping in this example is directly linked to division through the Distributive Law and in terms of efficiency, no formal method is required. The calculation can be written as (20 x 4) + (4 x 4) which is also linked to Multiplicative Fluency via understanding of multiples of four and can thus be calculated mentally.  On a few occasions, when I have been exploring this particular question in Pupil Voice sessions, children have asserted (once the mental strategy had been introduced to them) that it could also be calculated mentally via addition of 10 x 4 and 10 x 4 and 4 x 4, and on one occasion a child showed great delight in sharing that it could also be calculated as 24 + 24 + 24 + 24 = 96 via (6 x 4) + (6 x 4) + (6 x 4) + (6 x 4) because “I know that six times four is twenty four and I am really good at doubling”.

For me, this demonstrates deep understanding of Multiplicative Fluency within Arithmetical Fluency which can also be linked directly to a widely recognised rationale within the world of academic mathematics research. Richard Skemp explores the idea of ‘Intelligent learning’ which involves creating networks of ‘schemas’ or conceptual structures that ‘act as tools for future learning’ where longevity is achievable through deep, long-lasting and versatile understanding. He also links this rationale to the theoretical idea of the difference between ‘instrumental (or instructional)’ and ‘relational’ understanding where the former is defined as ‘rules without reasons’ and the latter involves ‘knowing what to do and why’. These can be recognised as the relational aspect allowing mastery of mathematics and instrumental understanding involving rote learning.

I believe that it is important to realise that children need to be immersed in both of these aspects as they make their mathematical journeys, including, as highlighted in this blog, their progression into formal division in key stage 2, where ‘Multiplicative Fluency’ is required and can be enhanced to allow children to ‘divide and conquer’ effectively.

Questions for maths subject leaders to consider:

• In key stage 1(KS1) and lower key stage 2 (KS2), how carefully do teachers explore both sharing and grouping, when introducing division?
• Throughout KS1 and KS2, do teachers explicitly link multiplication and division, for example, referring to children’s knowledge of multiplication tables and demonstrating how this supports their mental and written division work?
• Is time given to exploring the meaning of any ‘remainders’ when these begin to arise and what their value is, in relation to the calculation?

References:

Skemp, R. “The Idea of a Schema,” in The Psychology of Learning Mathematics: Expanded, 1st ed. (New York: Routledge, 1987), p.24.

Skemp, R. “Relational Understanding and Instrumental Understanding,” in Mathematics Teaching in the Middle School, vol. 12, no. 2. (National Council of Teachers of Mathematics, 2006), p.89.

When it comes to teaching science, words are like magic keys. They don't just label things; they open doors to understanding all the fascinating aspects of our world. Think of scientific vocabulary as the special keys that allow students to understand complex concepts and make links and connections within the science curriculum.
Words in science can be quite tricky because many of them have multiple meanings depending on the context. Take the word "cell ," for example:

In biology, a cell is recognised as the basic unit of life. In the field of architecture, it typically refers to a small, enclosed space, such as a prison cell. Meanwhile, in physics and engineering, a cell denotes a single electrochemical unit capable of generating electrical energy. Then there's "volume"—normally, we think about how loud something is, but in science, volume is also all about the amount of space something takes up. These different meanings can be confusing, especially for students with SEND. That is why it is so important for teachers to explain and clarify these terms, making sure everyone understands the context.

Scientific terminology forms the backbone of the secondary science curriculum, where students are expected to grasp and apply a vast array of specialised terms. This linguistic demand can be particularly daunting for students with SEND. By focusing on clear, explicit teaching methods, we can help all students to process, comprehend and embed the vocabulary necessary for success in science.

So, how can we support vocabulary acquisition? Explicit vocabulary instruction needs to be part of a school’s ordinarily available provision. Using strategies aligned to the Education Endowment Foundation’s (EEF) SEND five-a-day approach, some key principles to think about are presented here:

Consistent approach

A consistent approach to teaching vocabulary is key to helping students grasp complex concepts. Adopting Alex Quigley's approach can significantly enhance this consistency across the curriculum.

• Select: Start by previewing the topic content, including any reading material, to identify essential vocabulary that students need to understand. It is crucial not to assume what students may or may not know. Use open-ended questions before a lesson or topic to gauge students' level of understanding.
• Explain: Explicitly teach the selected words. Pre-teaching vocabulary can boost a student with SEND’s confidence, and engagement as well as providing them with the knowledge. Provide student-friendly definitions, discuss examples and non-examples. Use visuals, and offer multiple meaningful examples using tools such as the Frayer model as seen in the example here: 

• Explore: Dive into the structure and construction of words to support language acquisition. Students with SEND often struggle with morphology, making it harder for them to connect related words and understand complex language structures. Breaking down words can help bridge this gap.

This example taken from our HFL Secondary Science: Inclusive strategies to support learners with SEND eLearning resource, shows how understanding the structure and etymology of thermometer will unlock students’ ability to make connections to other related words such as thermos flask, thermal, thermostatic, and thermodynamics.

• Consolidate: Ensure students are repeatedly exposed to the vocabulary to deepen their understanding and ensure that they have time to practice using the words in different contexts. Repetition and reinforcement are key to helping all students, especially those with SEND, embed and recall scientific terms.

Working walls

Working walls are an invaluable and often underused tool in the secondary science classroom. By consistently displaying essential terminology, working walls can help support ongoing learning and engagement, reinforcing student’s understanding and aiding retention. Consider using your working walls to prominently feature key vocabulary such as GCSE command words and terms related to working scientifically. For students with SEND, who may struggle with language and processing difficulties, having a visual alongside the vocabulary can be particularly beneficial.

Graphic organisers

Graphic organisers are a helpful example of dual coding – presenting visual and verbal explanations at the same time – and can be used to present information in a clear and accessible format. This can support students with SEND to process, understand, retain, and use language more easily. Visual cues can be presented in many ways including simple images, flow charts and diagrams as shown below:

When used effectively, teachers select information and key vocabulary whilst embedding visual cues linked to the curriculum focus. Teachers should consider how these will be displayed both in the classroom and in students’ books. 

Speaking frames and discussion prompts

Speaking frames and discussion prompts are key to supporting students with language processing difficulties[i]. They provide students with a structure such as sentence starters and key phrases that help them articulate their thoughts more clearly and confidently. These tools are especially beneficial for students with SEND, as they reduce the cognitive load associated and help students focus on the content of their responses. 

Unlocking next steps

Share this blog with your science leader, teachers and teaching assistants within the science department, and senior leaders - many of these strategies can be applied across the curriculum. Find a time to read it together with the science department and reflect on the approaches highlighted. Ask yourselves:

• Which of these methods do we use regularly and what difference has it made?
• How could we develop the use of these tools further?
• Can we share ideas of when these tools have worked well in lessons?

Work together to identify one approach that everyone will focus on. Put it into practice and reconvene after an agreed time to reflect on its impact.

Developing an inclusive classroom through explicit vocabulary instruction is essential for unlocking the potential of all students, especially those with SEND. By working together and continuously refining our teaching, we can unlock the magic of scientific words for all our students.

For further practical examples of inclusive classroom strategies access our training resource: Secondary Science: Inclusive strategies to support learners with SEND.

Our SEND and science teams are also available to offer further guidance:

hflSEND@hfleducation.org

HFL.Science@hfleducation.org

References:

1. Widgit Online. Widgit Software | Widgit Symbols Help Communication

2. Alex Quigley (2018) “Closing the Vocabulary Gap”

3. Education Endowment Foundation (July 2021). https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/oral-language-interventions

Fieldwork is an essential component of a well-rounded primary geography education, offering unique learning opportunities often outside of the traditional classroom setting. It allows children to connect often abstract geographical concepts to real-world experiences, fostering a deeper understanding of their environment and the processes that shape it. Through active exploration and hands-on investigation, fieldwork cultivates critical thinking, problem-solving skills, and a sense of place. Moreover, these memorable experiences help to ‘inspire a curiosity and fascination about the world and its people’ (National curriculum 2014) creating a lasting impact that extends far beyond the immediate activity.

The recent Ofsted report, Getting our bearings: geography subject report 2023, highlighted that ‘fieldwork was underdeveloped in almost all schools…’ The report states that we should ensure we…

 ‘…teach pupils about fieldwork. Pupils should know how to collect, present and analyse data, and how to evaluate and reach conclusions based on this data. Some of this should include first-hand experience of collecting data.’ 

The Geographical Association also states that, ‘Fieldwork (whether local, residential or international) is an essential component of geography education. It enables pupils to better understand the ‘messiness’ of ‘geographical reality’, develop subject knowledge, and gain a range of skills that are difficult to develop in the classroom alone.’ 

Although fieldwork is clearly a recognised and vital component of a well-planned and balanced geography curriculum, the practicalities of implementation, including budgetary constraints and the necessary risk assessment procedures, often present significant challenges that may deter us from developing such opportunities.

So, how can we design and implement meaningful fieldwork experiences for our children that are budget friendly and not workload heavy, utilise geographical knowledge and bring to life the often-abstract concepts in the geographical curriculum?

This blog will aim to exemplify how we can use our school grounds and local area to plan meaningful fieldwork opportunities in the primary geography curriculum whilst ensuring that there is rigour and progression.

There are a few points to consider when we start planning fieldwork experiences in our curriculum. 

Progression

Firstly, children should become more proficient in fieldwork as they move through the school. They should make progress in how they carry out fieldwork. This means that the experiences should look different depending on the stage of development of the children.

The table below is an example of a progression map we have developed, for fieldwork opportunities. Using this, we can see that as children move through the curriculum they develop from experiential, play-based learning and enquiries towards suggesting their own appropriate and well thought out enquiry questions. They will also use a more complex range of fieldwork techniques and measurements and develop their recording and presenting skills.

Enquiry

Secondly, fieldwork should ideally be based around real life enquiry questions. Effective fieldwork requires thinking about what places are like. What are the features of this place? Why is this place like this? What could be done to improve this place? The school grounds and local area can provide endless opportunities to investigate issues and potential problems. Posing, investigating and answering real-life enquiry questions is inspiring for children and can help build a sense of self-efficacy, belonging and empowerment as they seek to explore and suggest solutions to local issues.

Knowledge

Lastly, fieldwork provides an invaluable opportunity for pupils to apply and expand upon classroom learning. Effective fieldwork experiences foster memorable, real-world learning activities that cultivate geographical knowledge crucial for understanding the processes shaping their environment. By engaging in the practice of ‘"doing geography’," fieldwork can transform abstract geographical concepts into concrete, active learning.

Whether you have written your own geography curriculum or adopted a published scheme, personalising it to your school and local area, including the fieldwork opportunities, will ensure learning is meaningful and serves your context and children.

Below are some ideas that utilise the school grounds and local area: 

EYFS Opportunities – play-based and exploratory

• Explore the sand, water and soil in trays and in real-life situations; build sandcastles and knock them down, observe what happens, mix water and soil to see what changes, to begin to understand some of the properties of the physical environment.
• Create a drawing of the EYFS area or garden, comment on the aspects liked/disliked. Suggest elements for improvement/change.
• Use a simple map to find objects in the EYFS area or garden.
• Go on a ‘favourite place walk’.’ Discuss sights, sounds, smells etc. take photos and make drawings.
• Observe and discuss the weather using simple charts and symbols.
• Observe and discuss the changing seasons – investigate how some trees change across the year. Make representations.
• Investigate the best place to plant flowers.

KS1 Opportunities

Weather:

• What is the weather like in our local area?
  • Keep a daily record of the weather using charts and symbols.
  • Use thermometers to measure temperature at various times of the year.
  • Use a simple rain gauge to measure rainfall at various times of the year.
  • Discuss patterns in weather, using information pupils have gathered.
  • Create and use a weather station with a thermometer, rain gauge and simple wind vane.

The school grounds:

• What is in the school grounds?
  • Create maps of the school grounds and mark features using a key.
  • Go on a sensory walk around the school. Mark on a map of the school the quiet and noisy areas, favourite areas. Take photos and sound recordings.
  • Create a nature trail around the school. Mark the physical features on a map. Undertake sampling at various locations to explore plants and animal habitats.
  • Identify issues in the school grounds – car parking, litter, not enough shade etc and investigate – take photos, create simple interviews, sketch etc.
• What might be the best place for – a new bin, a friendship bench, a picnic bench, a climbing frame? etc.
  • Using a map of the school grounds, plot the location of human features using symbols and a key.
  • Research the best place for a new XXX by observing classes at playtime, lunch time etc. Where is litter dropped? Where do children stand alone? Where do children want to sit?
  • Create and carry out a simple questionnaire. Collectively analyse results.

The local area:

• What is my local area like?
  • Go on a walk around the local area. Take photos, make sound recordings, make sketches.
  • Plot the street furniture on a simple map of the local area.
  • Find the busy/quiet places in the area. Are there any issues? Traffic? Litter? Plot these on the map.
  • Record favourite places in the local area and describe them, explaining reasons for likes and dislikes.
  • Investigate how the area has changed. Look at old photos and maps. Interview grandparents. Discuss what the future of the area may be.

KS2 Opportunities

The school grounds:

• How do people use the school grounds?
  • Conduct a land use survey of the school grounds, identifying and classifying different types of land use (e.g., recreational, educational, environmental).
  • Observe and record land use at contrasting times of the day.
  • Accessibility: Conduct an accessibility audit of the school grounds, considering access for people with disabilities, people using pushchairs, cyclists etc.. Discuss ways to improve accessibility.
• How are the school grounds different/similar to other local spaces?
  • Compare the buildings of the school to other buildings in the local area, e.g., materials, usage, purposes. How do they reflect the local community, and its needs?
  • Explore the variety of habitats in the school grounds, identifying different plants and animals and their adaptations to their environment.
• Are the school grounds environmentally friendly?
  • Conduct an environmental audit of the school grounds, assessing factors like litter, energy use, and water consumption. Discuss ways to improve the school's environmental impact.
  • Explore the concept of sustainability by investigating how the school grounds are managed. Survey the classrooms at break and lunch time – are windows open and heating on? Are electrical devices on? Is there a litter issue? Discuss ways to make the school more sustainable.
• Where is the best place for different features, e.g., a nature area, bug hotel, solar panel(s), pollinator garden?
• Investigate microclimates within the school grounds, measuring temperature, wind, and sunlight in different areas. Discuss how these variations affect plant growth and animal habitats.
• Sample soil using quadrats.
• Investigate air pollution using squares of card covered with petroleum jelly. Hang one inside and one outside to compare air quality.
• Investigate using maps, photos, sound recordings, questionnaires etc.

The local area:

• What is it like to live in the local area?
  • Investigate the different types of settlements in the local area, and how they are different? e.g., village, town, city.
  • Explore how land use in the local area has changed over time? Compare maps, interviewing relatives and local residents. Discuss positive and negative change. What might the future of the area be?
  • Explore where the key services are located in the local area, and why? Plot on maps of different scales. Consider land use. Who uses which services? Conduct a survey and analyse the results.
  • Compare the local area to other places studied. Look at land use, jobs and economy, types of buildings, features etc.
• Who lives in the local area, and what are their lives like?
  • Conduct research and surveys. Analyse demographics on various maps.
  • Research how people use the local area.
  • Explore how changes to the area may be linked to changing demographics. E.g., a new home for the elderly may be built due to an aging population. The school may expand due to more children being born etc.
• What is the high street like?
  • Use a map to identify the uses of buildings on the high street.
  • Survey resident’s’ opinions on the high street.
  • Investigate if local produce is sold. Debate pros and cons of importing food.
  • Explore how an empty shop could be used.
  • Investigate how and why the high street has changed over time.
  • Plot human and physical features on a map.
  • Plot street furniture and investigate where the bins, toilets, post-boxes are located etc.
  • Explore the environment of the high street – traffic pollution, air pollution, litter etc. Create a campaign based around findings.

Travel and traffic:

• How do people travel around our local area, and what are the impacts of different modes of transport?
  • Looking at road systems and local area traffic. Identifying issues. Exploring traffic at different times of the day. Creating and analysing surveys. Pollution statistics. Looking at the bus routes and timetables.
  • Investigate if local transport is suitable for the local needs?

Tourism:

• How does tourism affect the local area?
  • Using maps at different scales and OS symbols to identify tourist attractions.
  • Creating questionnaires to ascertain resident’s views on tourism.
  • Debate the pros and cons of tourism.

Rivers:

• How does the river change from its source to its mouth?
  • Sketch the local river at various points.
  • Plot the river on a map.
  • Take photos and annotate/caption points in the river, identifying the features of a river.
  • Measure the flow rate at different points. Measure a set distance and drop sticks into the river. Use a stopwatch to calculate the time it takes for the sticks to travel between points. Compare.
  • Measure the turbidity of water at different points using a secchi disk. Lower the disk into the water until the white and black areas can no longer be differentiated. Measure the wet string. Compare at different points. Does pollution affect the water?
• How do humans use the river, and what are the consequences?
  • Investigate through mapping the river, taking photos at various locations, researching river uses over time and/or interviewing a resident.
• What are the different types of plants and animals that live in and around the river, and why?
• Use sampling techniques, photos, sketches. Annotate photos and maps.
• Compare river wildlife with the plants and animals found in the school grounds.

There are many wonderful opportunities right on our doorsteps for meaningful fieldwork opportunities that enable children to ‘become geographers’. These experiences also connect children to their local area and offer a chance for them to become problem solvers

Key takes

1. Look for opportunities in your curriculum to utilise the school grounds and local area.
2. Ensure that children ‘get better’ at fieldwork over time. You may want to identify the progression in your current opportunities or develop a progression in fieldwork, like the one above, to help teachers plan.
3. Pose, and encourage children to pose, meaningful enquiry questions. Base the fieldwork around answering these questions.
4. Explore how to communicate and present findings (in an age-appropriate way), to answer the enquiry question(s).
5. Utilise and build on knowledge learned in the classroom when undertaking fieldwork.
6. Give it a go and have fun!

If you would like further support to audit your school’s curriculum and embed fieldwork, contact Claire at Claire.watson@hfleducation.org for support.

What is transient art?

Transient art is a term used for creative work that is not fixed. This is a type of art created using movable pieces, which can be easily changed, adapted, and added to, but most importantly is not permanent. This offers children the opportunity to focus on the process of the artwork, rather than the finished product itself. This encourages children to build skills such as choosing resources for a purpose, thinking critically, and understanding why they are making certain choices.

What are the benefits?

There are many advantages of transient art in the early years. It develops curiosity, imagination, and problem-solving skills. Children are required to seek resources for intent and explore with the way they look and feel. There is opportunity to understand more about the way different materials can be manipulated, and the permutations are endless! This really is the meaning of open-ended play and learning without limits. One other benefit to consider is the use of repurposing and reusing materials, which supports an eco-friendly ethos in the setting.

Where is the learning?

As with many activities in the early years, curriculum links cross and learning is happening through the characteristics of effective teaching and learning. Children learn key skills and practise through transient art, such as maths; moveable resources allow children to play with pattern, symmetry, counting, subitising, shape, size, and position to name a few! There are also many strong links to communication and language. Children can explain their thinking and reasoning, use descriptive language to talk about the resources, and even tell their own stories through what they are creating. Physical development is also being practised, with hand eye coordination and fine motor skills. For settings that use themes, topics, or texts to support their curriculum offer, transient art can easily be adapted to enhance this, e.g., minibeasts, special people pebble art, creating our own faces, exploring emotions and expressions. Children really get to understand that objects can be used to represent meaning.

Links to inspiring artists

There are many famous artists that have been motivated by transient art, such as Andy Goldsworthy and Richard Shilling. They often make use of what they have around them in the environment to capture and create art. 

How do we get started?

Collect resources of different shapes, sizes, and textures. Include natural resources and encourage children to collect things to add too. Start off with a few resources and build them up over time, as this may be new, and children can become overwhelmed with too much choice. Remember to risk assess small parts and ensure what you offer is age appropriate. Consider how you can make this appealing to children, by providing items to use as a ‘work area’, such as real photo frames, chalk frames on the ground, coloured paper, mirrors, placemats, and trays. Consider where children might access this – indoors, outside, on the floor, at a table. Think about the adult’s role. Could children’s transient art be recorded? Photos could be taken throughout the process to look back and reflect on the journey. Enhance the area with photos of inspiring transient art created by other children alongside more famous pieces. The possibilities really are endless!