Evaluation of Bury Cross-curricular Maths Programme
“I thought this was a music lesson but it seems to be a lot of maths!” (Year 2 child)
Background and Context
The initial stimulus for the project was some collaborative work with an
experienced Year 2 teacher from St Luke’s CE Primary School. A teacher
from the school highlighted that many pupils in the class were having difficulty
learning fractions. Together with the Primary Maths Consultant, a different
approach to teaching and learning was explored through the medium of
musical patterns and rhythms linked to simple fractional amounts.
Some joint planning then took place to devise a series of lessons based on
Fractions through Music with the Year 2 class, including teaching the children
standard musical notation related to equivalent numerical values. As a
consequence, the pupils responded very positively and many were able to
grasp an understanding of basic fractions. The materials were then adapted
and the lessons team-taught with an NQT to a Year 4 class. The consultant
then disseminated the materials, jointly planned and team-taught in two other
schools (St Marie’s RC Primary School and Tottington Primary School), with a
Year 6 class and mixed-aged Key Stage 1 class.
The Process
The consultant attended the North West launch of the NCETM (National
Centre for Excellence in the Teaching of Mathematics) and made contact with
Liz Henning, NCETM North-West Regional Co-ordinator who encouraged the
development of the Bury Primary project. Subsequently a bid was successfully
made to NCETM securing £6000 of funding for five schools to work
collaboratively using the Maths in Music materials as a model for further
cross-curricular maths projects. The schools to be involved were St Luke’s
CE Primary School, St Marie’s RC Primary School, Tottington Primary School,
St Stephen’s CE Primary School and Millwood School.
In Autumn 2007, the group consisting of 4 Maths Co-ordinators and one ICT
Co-ordinator met at St Stephen’s CE Primary School to discuss the project
and plan reciprocal visits to Millwood School, where there is a major emphasis
on a multi-sensory/cross-curricular approach to teaching and learning due to
the specific learning needs of the pupils. The visits proved highly successful
for all 5 schools and were followed up by another network meeting to share
good practice.
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Teachers were then given time to plan and adapt the materials (incorporating
ideas and strategies learned from the visits) before using the approaches with
their own classes. They also shared good practice by teaming up with another
teacher from a different Key Stage and helping them to plan their sessions
prior to delivery.
Following delivery of the lessons in their own schools, a further network
meeting was held in Spring 2008 at St Marie’s RC Primary School to evaluate
progress of the project to date. The group, guided by the consultant
throughout, discussed further dissemination activities to take place within
each of the schools. These included leading a staff workshop and supporting
other teachers (who felt less confident with music) using a coaching model to
plan and deliver a version of the lessons with their own classes. The teacher
from Millwood School ensured that all colleagues in her school were familiar
with the materials and adapted them for their needs around basic number and
rhythmic pattern work. In St Luke’s CE Primary School, a teacher led a Key
Stage 2 meeting to talk about the project and demonstrate how fractions could
be taught using the materials even without any specialist knowledge of music.
During the summer term, the group met again at Tottington Primary School to
review progress and had the opportunity to share their good practice with Liz
Henning who was extremely supportive of the project throughout.
Evaluation
This project is the first of its kind involving a cross-section of Bury primary
schools funded by the NCETM. There can be no doubt that it offers a useful
model of successful collaborative networking and has provided an opportunity
for all five schools to look at a genuine cross-curricular approach to teaching
an area of maths that pupils can find difficult to learn. As a result, it has
benefited a large number of children and teachers.
The teachers taking part in the project gained significantly from this CPD
model. It now has the potential to be delivered more widely and broadened to
encompass other areas of the curriculum such as Art and Design.
Feedback from participants
The responses to the questionnaire, devised and administered by the
consultant to the teachers participating in the project, show that both teachers
and pupils gained a wide range of experience whilst taking part in the project:
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What did you learn as a result of collaborating with colleagues from your
own school?
Responses emphasized that:

the confidence to teach music and/or maths varied greatly across the
staff.

some colleagues, who were initially anxious about either subject
area became reassured by the idea of being given a tried and tested
model – especially if they had seen it being delivered by a confident
practitioner.

team teaching and planning brings enthusiasm, confidence and some
great, refined ideas.
What did you learn as a result of collaborating with colleagues from
another school?
One participant’s response:

Excellent sources of inspiration! There was much to be gained from
seeing other school environments too, and to consider how the
environment impacts on learning with this kind of project.

It was very useful working with Millwood School. Increasing numbers
of PMLD/MLD children in our school means we need this kind of CPD
opportunity. Further swap sessions are planned to support our whole
staff in creative methodologies to support inclusion.
In what ways has the project impacted on children’s learning of
mathematics?
Two themes emerged in response to this question:
1) Many children, who might consider themselves poor mathematicians, were
able to access the maths taught almost without realising it because lessons
were presented as music-based. The “fear” factor was therefore absent and
the learning outcomes achieved in a way that perhaps would not have been
possible with a more traditional mathematical approach.
2) Similarly, all children taught were at the same level in terms of their
knowledge of written music (non-existent) prior to the lessons being taught
which created an excellent learning environment and ensured all children felt
they were able to achieve. Their enthusiasm and evaluation of what they had
learned was extremely positive.
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The teachers’ comments regarding the impact on children who normally did
not excel in maths sessions was particularly interesting. Children who really
engaged with the kinaesthetic element and the rhythm of the music seemed
the best prepared for the maths elements in the lesson; which demonstrated
that this approach benefited the visual, auditory and kinaesthetic learners in
their preferred learning styles.
How are you disseminating this model to your colleagues within school?
One teacher’s response:
Initially the project was shared with the Maths, Science, ICT and Geography
TLR team members. Each member had the opportunity to visit and observe
maths being taught in a mainstream school; invites gratefully received from
the members of the Maths and Creativity working party.
What would you say has been the main impact of your own CPD as a
result of being part of the Bury Cross-Curricular Maths project?
Another member of the group concluded:
I was able to observe the varied range of strategies they [Millwood School]
use to teach maths. Some of these strategies have been relevant to some
children in our school, whilst others have enabled us to adapt and use. It has
also made me reflect about other potential cross-curricular opportunities so
that learning and teaching become more creative.
Simon Caplan, PNS Consultant
Bury LA, July 2008
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