School Blog

Ask any child the question ‘What is a scientist?’ and the answer may surprise, delight or bewilder you, depending on their age and how well you know them! 

When I posed this question to some of our younger Junior School pupils recently, answers included: ‘they put candles on a cake’, ‘a crazy man who goes on computers’ and most common of all, ‘they make potions’. White coats and goggles were also mentioned quite a lot! 

Perhaps some of this confusion lies in the fact that they do not have a clear idea of what is meant by ‘science’. So I then explained that science is learning about everything in the world around us and scientists do this by observing, describing and experimenting. The word ‘experimenting’ prompted enthusiastic responses such as ‘I like test tubes’, ‘I’ve got a science kit and I do it with my daddy’ and ‘I made elephant’s toothpaste.’  

Science kits received as presents were popular with many of the girls that I spoke to and seem to be a great way of getting children interested in the subject, although the emphasis on mixing ‘chemicals’ to make ‘wow’ things happen means that they often equate science with chemistry, which is only one aspect of a very broad subject.  

Perhaps they are also influenced by what they see on television and online. If you carry out an internet search for images of scientists, you will find endless photographs of people in white coats working in sterile laboratories, mixing liquids or looking down microscopes. 

However, science isn’t only about working in a laboratory. Science is observing the weather, growing plants, comparing rocks, making electrical circuits, describing animal life cycles, classifying materials, testing magnets, learning about healthy eating, separating mixtures and much, much more.    

It is for this reason that Key Stage 2 pupils have their Science lessons in the Junior School Science Room, a deliberate choice of name to avoid the stereotype that science is something that only takes place in a laboratory whilst wearing special clothing to protect you from dangerous chemicals. 

Of course, my observations from talking to some of our girls are anecdotal rather than scientific, but they highlight the need to make sure that our pupils study a broad range of science topics. They also need to be explicitly taught about the links between their lessons and ‘real life’ situations, whilst being encouraged to retain their natural curiosity and ask lots of questions!

Junior School Science Coordinator

You may have seen the High School approach wheel around school and in some of our publications. We use this to help illustrate the High School’s uniqueness as a learning community. Within the wheel are 3 distinct areas reflecting our view that it is impossible to separate the purely academic aspects of school life from the wider cocurriculum and the pastoral. This is why the High School approach takes the form of a circle, with these aspects represented by the words Learn, Reach and Coach. They form a unity; without one part the others would be incomplete and the rounded education we seek to provide would be compromised.

I have explained the thinking behind the wheel in a previous article, but today I would like to focus on one element in particular. Reach. By this we refer to the expansive cocurricular programme of activities to support, stretch and inspire pupils throughout the school. Through the Reach programme, we encourage pupils to find their own paths and to discover what makes them tick as learners. Our Reach Coordinator, Miss Anna Kilby, also Head of Classics at the school, has a wealth of experience working with talented and able pupils like ours, to motivate and inspire them to find their passions in life.

Miss Kilby is ably assisted by Miss Steph Knight, the Reach Assistant, whose area of expertise is the extracurricular programme that teachers and coaches offer pupils of all ages in school. These clubs and societies scatter their paths with opportunities to satiate their curiosity and expand their horizons, or inspire them in various ecological, scientific, sporting and artistic areas. Many of these clubs run across the junior and senior school years, allowing older pupils to enjoy time in the company of younger ones.

Also within Reach is the Enrichment and Electives programme which spans the 4-year journey of GCSE and A Level study from Year 10 to Year 13. This offers our students a huge range of non-examined, timetabled courses, from Photography to Computing, from Film Studies to Yoga. The programme develops over the years, so that, by the time students reach the Sixth Form, they have access to more independent opportunities, such as Young Philanthropy, Enterprise, Politics and International Relations and, for the next academic year, Sociology too. Beyond this, the Reach programme caters for the needs of distinct groups of students, with support clinics for those taking public examinations, or groups for those with specific university requirements, such as for medicine and engineering.

Scholarships are also within the purview of the Reach Coordinator. These fall into 3 categories; Reach, in recognition of excellent academic results in our papers; Flair, for pupils demonstrating excellence in a wide range of disciplines, from sport to music and everything in between; and Spirit, for pupils who live and breathe characteristics that are prized by the school, such as service to the community. Pupils who have undertaken the rigorous but inspiring selection process for these awards develop excellent self-awareness and interpersonal skills, whether or not they are ultimately successful in receiving a scholarship. We heartily encourage all pupils to consider applying for these when appropriate. More information about scholarships can be found in the General Information booklet.

In the spring term, the Reach programme really comes to life, with our Reach Lecture series taking place during Thursday lunchtimes (11:50-12:20). This is a great opportunity for pupils to discover more about a huge range of subjects, as you can see from the poster featured here. All students in Years 9, 10 and 12 are expected to attend the Lectures; there are no clubs for those year groups on Thursdays next term, so that the Lectures do not clash with another activity. Students in Years 11 and 13 are warmly invited to attend the lectures if they do not have a revision or support session during Thursday lunchtime.

When we ask our pupils to find their passions at the High School, we want them to know that the opportunities are only limited by their own imaginations. However, just as importantly, we want them to be confident that dedicated and focused support is always available – they need only reach out for it.

Mr Rickman
Deputy Head Academic

Ask yourself, what does Christmas mean to you? Is it a welcome break from the busy daily routine? Is it the Christmas gifts – giving or receiving? The long-awaited time to spend with family and friends? Is the time to ‘give back’ and do something special for those in need? Is it the entire Christmas celebration: from the first lights, the glittering window displays, the sound of Christmas music on the radio and in the shops, the preparation of festive food, or is it the family sitting down together to share some quality, uninterrupted time together? For every one of us, Christmas means something different, something uniquely individual.

According to research by YouGov (2020) 91% of the British population celebrate Christmas in some shape or form, while only 1 in 5 Brits (22%) said that celebrating the birth of Christ makes Christmas an important time, suggesting that Christmas has become a fundamentally secular festival for most.

It is, of course, the most wonderful time of the year…at least that’s the expectation. The festive season – however it is celebrated in your home – has, in recent years, been heralded by Black Friday (today, Friday 25 November) and Cyber Monday, with big brands offering ‘cut price’ offers, and consumers looking to secure a great deal. We are bombarded – on social platforms and Google searches, emails, on the TV and radio and in the wider media – with ‘too good to be missed’ deals, creating an adrenaline-fuelled retail frenzy, escalating the urge to conquer the Christmas shopping list and ‘bag a bargain’.  

UK shoppers are expected to spend around £8.71bn over this year’s Black Friday weekend, according to InternetRetailing. While taking advantage of these discounts can help us save money on things like Christmas presents, it’s important not to let the sales go to our head.

The number of people setting out to search for a bargain in shops across the UK is expected to be higher this year, according to Springboard, with UK shopping centres set to see 16% more customers than 2021 – although overall, footfall is expected to still be below pre-pandemic levels, it said. 

Meanwhile, scams rise by a third around Black Friday, according to analysis by Lloyds Bank, with most fraud connected with clothes purchases. The BBC reported (22/11/22) that the bank said the volume of scams soared by 29% around Black Friday and Cyber Monday in 2021. “Fraudsters use social media to post scam offers. They can even send them straight to your inbox. Always search for deals yourself,” Lloyds Bank warned.

While people may have been looking forward to the first fully post-pandemic Christmas, the latest YouGov data (October 2022) suggests that many are already making plans for a scaled-back celebration as the rising cost of living impacts their wallets. Six in ten (60%) say they will spend less on Christmas this year than they usually would, compared to just 2% who say they will spend more than usual. Fewer than a third (28%) expect to have a ‘normal’ Christmas, although this rises to 36% amongst the over 65s.

It isn’t just the social aspect of Christmas that may be different this year – a third of Britons (33%) say they will reduce food expenditure, and half (51%) of Britons are planning to cut the amount they spend on gifts. 55% of parents with children under 10 saying they will have to spend less on presents this year, and 40% will forego festive outings.

Against this backdrop of financial crisis, it could also be a bleak time for charities; November and December are usually a peak time for charity donations, but in the same survey more than a fifth (22%) say they will limit the amount they donate to charities in response to the rising cost of living. 

We can, however, still enjoy the Christmas preparations and give to charity. Northampton High’s inaugural Christmas Fayre on Friday 2 December, 4.30pm to 6.30pm offers the best of both. Kicking off the season of Christmas productions, concerts, wreath-making, Christmas crafts, Christmas Jumper Days, Sparkle Parties and collective celebrations, all proceeds from the Christmas Fayre will be donated to two deserving funds – this year’s school charity, KidsAid, which helps to support children who have suffered trauma and provides mental health support, and the school fund to restore the well-used Astroturf to its former glory.

With Father Christmas in his Grotto, Christmas carols, a student-led Christmas Market, traditional Tombola, a Raffle and a Silent Auction, offering money-can’t-buy experiences, there is something for everyone. Festive refreshments will unite children and adults, families and friends, and share in some Christmas spirit. Don’t forget to submit your bid for one (or more) of the Silent Auction lots by emailing k.price@nhs.gdst.net. We hope to see you there!

Amanda Wilmot
Director of Marketing & Admissions

Women and coding have gone hand-in-hand throughout the decades. Some would have you believe that coding and programming is strictly a man’s world. Don’t believe a word of it.

There may be a gender gap currently but go back to the Second World War, and you’ll find that women occupied the lion’s share of positions in the UK’s fledgling computing industry. Females played a key role in the crucial work that infamously cracked the Enigma Code, while they also calculated military logistics, which proved priceless in turning the war in the Allies’ favour.

Today, women are hugely under-represented in the computer science and programming industry. This is something Northampton High School is aiming to change. As Stephen Hawking once famously said, “Whether you want to uncover the secrets of the universe or you just want to pursue a career, basic computer programming is an essential skill to learn.”

Coding helps children with:

• Critical thinking
• Problem solving
• Creativity
• Mathematics writing

People speak different languages across the world. Coding is the language of computers – essential in today’s technology-driven world. Like learning languages, it is accepted that the younger you start, the sooner you will become proficient. Learning to code is no different. It helps kids develop academically and builds perseverance and organisational skills that can translate into a career.

Coding is the past, present and future, and Northampton High School pupils will be learning this vital skill from the outset because history, as we know, is on our side.

Mrs Smith
Junior School Teacher

This famous line is attributed to the existentialist philosopher Jean-Paul Sartre. He said that the choices we make represent a terrible burden for us as human beings. Not because life itself is terrible, but because we are ‘condemned to be free’ and must take responsibility for everything we do. Sartre argues it is actually our choices that define us as individuals, not our personalities or intellects. Indeed, this is not something we can ever escape, because even the act of deciding not to choose is a choice.

As adults, we can all look back at pivotal moments in our lives and consider what ‘might have been’ had we made different decisions. In most cases, it is simply a matter of reflecting on the multiplicity of possible outcomes, and enjoying the positives in our lives afforded by the paths we did take. However, there are occasions when a decision taken in haste might have led to something less positive, that still impacts on our lives now, or that could have taken months or years to resolve.

I often say that school days are our golden opportunity for shaping the future, for learning how to make good choices and for building the foundations of a rich and rewarding adult life. We spend a long time being grown up and the precious moments of childhood seem increasingly fleeting and distant as time goes by. This is why as teachers we must focus on the children with us today and give them the best chance to achieve their ambitions for tomorrow, through kindness, flexibility and understanding. This is one of the central tenets of our school teaching and learning manifesto, which aims to give teachers the tools for developing excellent learning environments in school. For pupils, this means getting to know themselves too, so they can develop a positive academic self-image. We believe this comes through a 360-degree approach to teaching, learning and personal development. What we also know as the ‘360-degree Me’ approach in school, and as reflected in our holistic approach wheel.

 

 

We see the school as a breeding ground for open-minded young learners who can quickly find ways to access the curriculum and make success a habit as they move through the years. We believe that the best learners are not afraid to take risks and are happy to learn from failure, they are inquisitive and think deeply about the relevance of everything they discover about the world, both for themselves and within the cultures and traditions around them. This can only be achieved if they have confidence in the people around them to understand their needs and to guide them in finding the right ways to build their own self-reliance.

To help pupils develop the habits that will lead to sound decision-making skills, we give them as many opportunities to make choices for themselves as possible in school. One important way of doing this is by starting the academic options process early in senior school. For example, in Year 8 pupils make choices about which language options they will take into Year 9, including the option to take a brand new subject, Global Outlook. Pupils in Year 9 select two creative circus subjects from the 5 they start with, as an early taste of how GCSE options will impact their timetables.

Throughout Key Stages 4 and 5, students are given the opportunity to practise their decision making in multiple ways. Firstly when choosing from the extensive menu of enrichment options and then when deciding on which additional volunteering and academic electives they will build into their Sixth Form portfolios. This is not to mention the decisions all students learn to make in their academic lessons and the huge range of extracurricular activities they choose from on a daily basis. In the latest school inspection report, this was particularly praised by inspectors who commented that ‘pupils make good decisions; they can justify their choices and understand the importance of individual autonomy and responsibility’.

However, pupils are not left to their own devices when making choices. To return to the question of academic decision making, the really important ones are for GCSE and A Levels, when dedicated processes support and guide the students towards the best possible pathways individually. The timetable is then crafted to suit their options, but not with a fixed set of blocks that reduce the flex within their choices, as seen in many schools. Beyond this, we allow students at GCSE to make some decisions on the quantity of subjects they opt for; giving them the chance to build in private study periods if they wish, following guidance from specialist staff in school. Of course, at every step, we ensure that they have reflected on their decisions carefully, with an eye to the future and on what is most likely to help them achieve their individual goals.

At this time of year, pupils in Year 9 and Year 11 are acutely aware of the magnitude of the academic choices that they are facing and the school is ready to support them. Following the Sixth Form information evening in October, individual consultations for Year 11 students have begun this week, allowing parents, guardians and students time with experienced teachers to reflect on their priorities. Shortly after Christmas, the focus will turn to the Year 9 pupils as we invite families into school to learn more about the four-year journey to GCSE and A Levels at the school.

No stone is left unturned in the quest to ensure students make the right choices at both these vital points. However, we also know that young people need flexibility and understanding after the event, and we remain open to changes for a period of time once the choices are made, within the realms of the possible. To do otherwise would be a disservice to the young people we nurture, who need to know that we understand their priorities and recognise that mistakes can be made, and rectified, while their futures are still very much an open book.

J K Rowling’s take on the importance of making good decisions is perhaps more accessible than the one I started with. Albus Dumbledore says, ‘it is our choices, Harry, that show what we truly are, far more than our abilities.’ In any event, the importance of making good choices in life cannot be underestimated; there is something inescapable about the impact of our decisions and we are more likely to be successful and happy if we make the right ones.

References:
Sartre J-P, 1943, Being and Nothingness An Essay in Phenomenological Ontology, Routledge, 2018
Rowling J K, 1998, Harry Potter and the Chamber of Secrets, Bloomsbury
Independent Schools Inspectorate FCI/EQI report 2019 available at https://www.northamptonhigh.co.uk/inspection-reports/

Mr Henry Rickman
Deputy Head

First and foremost, you may be asking, “What is RSE?”  RSE stands for Relationship and Sex Education. It is usually taught as part of the PSHE schemes of work in most schools and is made compulsory for schools to offer it, by the government. Relationship and sex education is about the emotional, social and physical aspects of growing up, relationships, sex, gender, sexuality and sexual health and is tailored according to age, and physical and emotional maturity of the children and teenagers to which it is delivered. 

The Department for Education introduced compulsory Relationships Education for primary pupils and Relationships and Sex Education (RSE) for secondary pupils from September 2020, though here at Northampton High School, we have been doing that for many years as we believe it to be a vital part of education for all children and teenagers.

Through the topics covered in these lessons, the government aims to “support all young people to be happy, healthy and safe”. As part of the wider education of our pupils, we aim to ensure that they are able to leave us, after completing their education, as well rounded citizens with excellent A level grades, are able to navigate the tricky waters of the modern world. It is also important to us here at the High School, that we are able to engage in open dialogue with you as parents about this, and believe that working in partnership is essential to your understanding of what we are teaching, but also giving you options for you and your child. We fully appreciate that there may well be topics that you are less comfortable with and even topics that you wish to opt out of for your child. Our hope is that with further discussions and consultation, we are able to put your minds at rest, and offer further detail on what is delivered, however that decision remains yours to make. The idea is not to indoctrinate pupils with ideas that go against the individual beliefs of members of our community, but to foster opportunities for pupils to explore themes that they are exposed to via social media and through conversations and interactions with their peers. 

So why is it so important to include it within our curriculum? High quality RSE ensures children and young people are equipped with the knowledge, understanding, skills and confidence to cope with the many pressures and challenges of modern society. Learning about friendships and family in RSE are the building blocks to help children to understand themselves and others. Knowledge alone is not enough. Developing skills such as listening, negotiation and decision making means young people will be more prepared to take responsibility for, and enjoy, sexual and emotional relationships free from the unwanted consequences of sexual relationships such as sexually transmitted infections and the dangers of exploitation and abuse. 

RSE makes an important contribution to health and wellbeing by supporting children and young people’s ability to learn, achieve and flourish, but of course, these topics are taught in an age appropriate way and we ensure that it is delivered in a safe environment, where pupils are free to express their opinions and ask questions. 

Statistically, young people who are not able to discuss sex and relationships in a safe environment, are more at risk of falling victim to sex related crimes and are less well equipped to recognise dangers or support their peers. In 2016, research was published from the National Library of Medicine on global rates of teenage pregnancy and sexually transmitted infections. They concluded that in countries like Switzerland, the “long-established sex education programs, widespread expectation that sexually active teens will use contraception, free family planning services and low-cost emergency contraception” were significant factors in reducing teen pregnancy and transmission of STI’s in teenagers. Similarly, in Canada, the introduction of compulsroty Sex Education correlated with a dramatic decrease in teenage pregnancy rates. 

One of the biggest reasons for ensuring that Relationships and Sex Education is delivered in school, is to help combat the dangers from social media and exposure to heavily edited television. Mis-information about sex, or unrealistic expectations about relationships are shared regularly in the media via Reality TV, like Love Island and children are exposed to significantly more adult themes through social media apps like TikTok and Snapchat.

In one of my blogs last year, based on Teens and Screens, I wrote of some of the new dangers that materialise through online interactions, and the increase in vulnerability of children and teenagers to explicit content that they are not ready for. In particular, their risk has increased in the last few years as the pandemic forced our lives to exist online more than ever before. Whilst we are unable to fully protect them from content that they might stumble across or be sent by others, we can address the sorts of feelings and worries that this might present to our pupils and offer practical advice on how to safeguard themselves from harm in this way. In Key Stage 4, for example, we discuss the dangers of assuming pornography is representative of real sexual experiences and talk about the importance of trust and companionship prior to physical relationships developing. We also talk about the concept of ‘revenge porn’, and their rights as young adults to privacy and the impact of sharing videos and/or images of others without their consent. 

In the younger years, the focus is more on forming positive relationships. We look at what ‘Coercion’ means and ask pupils to recognise that controlling behaviours can occur in a platonic relationship between friends as well as in romantic relationships. We talk about the importance of trust and link this with a wider understanding of tolerance and mutual respect. Of course, we also talk about the physical side of growing up. With the average age of puberty in girls at 11 years old in the UK, we recognise that some of our pupils will start their periods whilst still in the junior school. It is therefore vital that we can share information about this with them, to reassure them and to allow them to ask questions. 

In addition to taught sessions in PSHE, we utilise the knowledge and expertise of our school nurse who is able to ensure that the medical information surrounding puberty, sex and the body is delivered effectively and correctly. Pupils also have access to an anonymous drop box where they can ask questions about their bodies, or about sex and relationships, witout fear of ridicule or embarrassment. These questions are answered generally and sensitively with different year groups to ensure the responses are appropriate, and they help us to understand what pupils might be worried about so that we are able to offer support. 

So, as part of our ongoing dialogue with you as parents, I would like to invite you to take part in our short survey on our school’s RSE policy, and to open the floor to any questions you may wish to find answers to or general points that you would like to raise with us. This was sent out a few weeks ago but I wanted to offer a further opportunity for parents to be involved. Below, you will find the link to the survey and also the link to our policy for you to read at your convenience. I look forward to following up on the discussion points raised in the near future.

The link to the survey 

The link to our RSE policy

Finally, I will end with this:

“The right to education includes the right to sexual education, which is both a human right in itself and an indispensable means of realising other human rights, such as the right to health, the right to information and sexual and reproductive rights.”

Report to the UN General Assembly – July 2010, Item 69, Paragraph 18

With the right knowledge and understanding, we are able to make better decisions and overall are less at risk of harm, if we can recognise the dangers. The wellbeing and safety of our pupils is and will remain at the heart of all that we do, and I thank you for your engagement with us across all aspects of our community. 

Rebecca Kneen
Assistant Head Pastoral

The High School’s Year 13 students are in the midst of animated discussions about their plans for life after school. Personal statements are being edited and re-edited, the relative benefits of city vs. campus university are being weighed and everyone agrees that there is actually a lot to be said for having access to one’s own washing machine at home. In the course of these conversations, I have been struck by the degree to which the university landscape is in flux. Changes in Higher Education are nothing new, of course. Northampton can lay claim to the UK’s third most venerable university, a foundation that was established in 1261 and dissolved by Henry III in 1265 – apparently on account of the threat it posed to some rather insecure scholars in Oxford. But the changes of the last few years have been notably rapid and represent an acceleration of a trend that has been apparent since the introduction of university tuition fees by Tony Blair’s Labour government.

Since 1998, just under 20 new institutions have been founded, existing ones expanded, new courses introduced and others retired. University funding per student has increased significantly, as has the degree to which universities are scrutinised, held accountable and managed. There are now more different types of higher education provider and different methods of assessment and learning, with a greater focus on employability and on traditionally vocational courses. The UK’s higher education participation rate has grown to over 50 per cent, while the proportion of students who are female has risen to 57 per cent. The UK’s university system continues to gain in popularity worldwide, as more international students are choosing to study here than ever before, with particularly strong growth coming from China, India and Nigeria over the last five years. Such changes are not confined to the UK, as countries seek to attract talented young people from across the globe. Many universities in non-English-speaking countries now deliver some undergraduate courses in English, whether in Egypt, the Netherlands, Singapore or Sweden.

What does all this mean for our High School students? Cutting through the complexity, there are two sets of seemingly contradictory advice that I think matter most.

First, the most competitive courses are becoming more competitive – but don’t underestimate your potential. There is no escaping the fact that competition for “high-tariff” courses has increased hugely. To maximise their chances of success, students must be engaging in their subjects widely outside class, as well as developing a solid base of general knowledge (they could be reading the Financial Times online through our school subscription and listening to Radio 4, say). They must begin to do so early and during the first half of Year 12 at the latest. That said, our students are excellent and should feel confident that, with the right attitude to their learning and supercurricular studies, they have every reason to aspire to the most competitive courses.

Second, your choice of course matters and it must be one that suits your strengths and interests – but you are also quite likely to study another course at master’s level. Applying successfully to a university isn’t an end in itself. What matters are the subsequent three or four years. This is why the choice of course is so important: will you enjoy your studies, flourish and be successful; does the format of assessment suit you; does the location fill you with joy (rolling countryside or urban buzz); will your extracurricular skills and talents find an outlet to enrich your life? It is more than likely that there is a course that suits you. That said, increasing numbers of undergraduates are staying at or returning to university to complete postgraduate courses. If you can’t decide between two courses now, make a decision in the knowledge that you may be able to study at the other university at a later date.

I am proud of the support we offer our students when preparing for university. Throughout the year, we run sessions and hold events that help develop students’ understanding of life after school. The Sixth Form Information Evening on Wednesday 19 October will give Year 11 students a flavour of Sixth Form and I would encourage them to start having conversations about university options with the subject teachers who already know them so well. On Friday 27 January 2023 the University of Leicester will be giving a talk on universities and careers at the High School, while on Tuesday 21 February the University of Birmingham will be joining us for our Higher Education Evening, with a further two talks from other providers later in the year. Our tutors and subject teachers have a huge amount of experience; Mrs Carr offers bespoke support for medics, Miss Kilby for Oxbridge applicants and Miss Robinson for personal statements across all courses. They all know the higher education landscape well, but, more importantly, they know their students.

Mr Viesel
Director of Sixth Form

One of my abiding memories of primary school was chanting my Multiplication tables out loud in class with the rest of my classmates, and if I didn’t get them right having to do it again on my own! I am sure most parents have memories of learning their times tables in school and largely this will be by rote. On reflection, this did make me learn these facts faster but mainly through the motivation of fear of humiliation if I didn’t know them. So, once I could recite them did that then help me to be a better mathematician? Well the answer to that was yes and no. When faced with a multiplication question I could answer it by applying my recall of the multiplication facts but my understanding of what the calculation meant was not secure, i.e. I didn’t understand what 6 x 3 = 18 actually meant. Therefore, if I was asked a problem solving question such as: ‘I have 3 bags with 6 apples in each, how many apples have I got?’ I could not relate that to the multiplication fact I had learnt.

After the Plowden Report (Central Advisory Council for Education (England) 1967) this practice of rote was mostly discontinued in English schools, although did remain a method people would revert to based on their own experiences. Changes to the National Curriculum that came into effect in September 2014 require that by the end of Year 4 (age 9) children know all the multiplication facts up to 12 × 12 (Department for Education, 2013). The non-statutory guidance advises that children are introduced to tables, and that they practise to recall facts and become fluent, but offers no suggestions for teachers, parents, or the pupils themselves, as to how this might be achieved.

By memorising facts it can help children develop an increased confidence in mathematics and help them to respond more quickly to questions but this does not mean that they will be able to apply their knowledge to reasoning and problem solving tasks.

In conclusion, through my many years of teaching I have found that it is important for children to rote learn their tables, although I have now reverted to singing rather than chanting them with the use of some fun YouTube videos. Learning facts as rote certainly doesn’t need to be as boring or as intimidating as my own experience. The learning to recall these facts needs to be done alongside a demonstration with manipulatives and drawings of arrays to show the children what the sums mean and how they look as a visual representation. This allows them when they are asked to apply their multiplication knowledge to be more confident and able to do so accurately.

Samantha Dadge
Curriculum Leader for Junior School, Year 2 Teacher, Joint Maths Coordinator