Children who appear to get ‘stuck’ at level 2C
in mathematics ~ how do we solve the
problem?
March 2010
© Crown copyright 2010
Aims of the session
• To become familiar with recent research into children
who get stuck at Level 2C at the end of KS1
• To discuss how identified barriers might be overcome
and what actions can be taken to ensure greater
progress can be made
• To consider what CPD opportunities might be provided to
support these children and their teachers
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Reasons for this research
• Concern over the high number of children who attain 2C
at KS1 but make slow progress and do not attain L4 at
the end of KS2
• To identify aspects of mathematics that appear to
present barriers to learning for whose achievement has
‘stalled’ at 2C
• To support teachers and schools to plan appropriate
intervention to help such children
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Research available on NS website
Provide weblink here
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Current materials
Overcoming barriers L1-2
Securing Level 2
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© Crown copyright 2010
Current materials
Making Good Progress in
KS2 mathematics
Keeping up – pupils who fall
behind in KS2
MGP document,
but in more detail.
Same picture;
00442-2007 BKT-EN
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© Crown copyright 2010
RAISE ~ stickmen charts
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Key themes
• Focussed around AT1 and AT2, notably:
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Understanding and using place value
Mental calculations
Solving problems
Recording methods
Understanding and using mathematical vocabulary
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The problems: where do children get stuck?
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The problems: where do children get stuck?
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Handout 2 ~ Task
Using the test questions as a starting point, identify:
• the likely barriers those children ‘stuck’ at level 2C
might encounter;
• possible follow up interview tasks and probing
questions you might use to pinpoint and analyse
the nature of the barriers;
• the teaching and learning experiences that would
help these children to progress
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Conclusions ~ Children need to be taught:
• to recognise the value of each digit in a 2-digit number, to use this
knowledge to partition 2-digit numbers, combine tens and units to
form a 2-digit number and to order 2-digit numbers
• how to use and apply their knowledge of counting in tens, to count a
large number of objects efficiently and accurately, counting on and
back in tens from any 2-digit number and finding the total of a set of
coins that includes 10p pieces
• how to use their knowledge of counting in tens and their recall of
number facts to begin to calculate efficiently using 1- and 2-digit
numbers
• that subtraction can involve finding the difference between the
number of objects in two sets or the difference between two
numbers, and to recognise how this operation relates to addition
• how to use number sentences to represent practical situations,
especially those involving subtraction or multiplication, and how to
interpret and solve number sentences that have missing numbers
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How could the Securing level 2 and OB L1-2
materials be used with teachers to support
these level 2C children ?
• Take a question from Handout 2 that causes
particular problems
• Find corresponding support pages from the
Securing level 2 and OB L1-2 materials
• Discuss how this process could be modelled
with teachers
• What might teachers find difficult, and how
they might be overcome?
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© Crown copyright 2010
Future working?
• Is this something that could purposefully help
you and your schools to identify pupil gaps and
support teachers to find solutions?
• Could you work with 1 or 2 children in a school
who are stuck at Level 2C and be prepared to
feedback at a future consultant meeting?
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© Crown copyright 2010
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