28.09.11 Oliver's third lesson ....Part II

Following the Counting board work recorded in Part I, we moved to working with pattern.

PATTERN BOARD WORK

Moving this along form our previous lesson I reviewed Oliver's ability to recognise all 6 number patterns, before introducing him to sequencing. You will see the boards are placed on our 'HomeBoard' resource. Once the teaching task is complete, Oliver then repeats this himself and when necessary has the (sc) aspect to enable him to figure out the correct order of the boards. So to recap, Oliver can recognise the patterns for all 6 boards, he can also build his own patterns from copying a selected board, now he can order the 6 patterns. Notice we have not yet used number names, this is a normal aspect of the programme. However, with older pupils I am keen to introduce the 'naming stage' quite quickly.

I introduce the 7 pattern in a specific way, to further progress a child's developing relational

understanding. On my display card I build the 6-pattern, which the pupil recognises. Holding the 7-pattern board I explain that this next pattern is the same as the previous one (pointing to and circling all 6 cubes) with one more cube! I then place a different coloured cube underneath. Looking at the photos, you can see that Oliver was able to still see the 6-pattern jumping out as well as the overall 7-pattern (which he recognises from our previous work with pattern) being the same as the 7- board. Pattern Boards 8, 9 and 10 are also introduced in a specific order so as to emphasise the relationships with each other. As you would expect, sequencing practice with all 10 patterns follow. Also some building of patterns 7 to 10, both for recognition and for self construction, is also necessary in order to internalise the whole series of patterns.

NOTE:

In just two lessons, Ollie was already spontaneously 'seeing' the number names of some of the boards. Younger children would need more practice to get there. I observed some very good examples of internalisation of Oliver's developing sense of pattern, which is a building block to understanding number, as well as naming and ordering the boards to 10.

NUMBER BONDS USING THE 10-BOX

'Turn taking' is an important aspect of the STERN pedagogy, because the practitioner models the task so that the pupil will know what is expected and can grow to be confident and competent. Many chidlren with additional needs who are struggling with maths get to the point where they know they are failing.... even if they can't articulate this feeling. This can often bring about behavioural issues. I have experienced this with my student, so much so that I make a point of letting him know that a task is new, that he has not yet been taught it, so how could he know it! I tell him that after we work through the tasks together he WILL know how to do it.... This explanation seems to make sense to him and so he is more willing to participate, although I still dip into my arsenal of Boffs and High Fives on occasion, long my they reign.....

We continued from the previous lesson where I place a block into the Box so that Ollie finds the partner. He still uses the self-correcting feature, which is an errorless way to learn. Once a pair of blocks is found it is important for the student to say the full number sentence such as "1 and 9 make 10." In order to embed a fact in long-term memory it requires both addends and the answer as a contained phrase. It is also the same when finding the missing addend - 4 and what make 10? Often children simply say (6) which is not attached to anything and as such will quickly fade. Therefore after a combination has been found or the missing addend has been given, RECAP together - pointing to each block you both name the blocks in this number sentence "So 4 and 6 make 10." Oliver was not too willing to verbalise this and thus I had to resort to ..... you guessed it ..... "Okay Boff let's do this one together!"

HAND WRITING

As mentioned earlier, as a direct result of noticing that Oliver's L/R directionality was poor and seeing examples of his handwriting of numbers to 10, I felt we could help improve this writing formation of numbers. I have a series of physical movements that involve large sweeping arm actions which Oliver did not want to do. He was too embarrassed to do these with me. Therefore we opted for practicing forming right and left curves, vertical and horizontal lines using a mini white board so that we had a edge. This task was also practised during his numeracy lesson on a Monday at school, as well as at home. Our focus was mainly on 2's that toppled, 5's with long necks, and two cirle 8's.

TIP:

These pre-writing activities are worth doing because it encourages fine-motor ability and strengthens muscles for better dexterity. We constantly get told by parents that their child has better dexerity since using the Stern equipment - all that manipulation on a daily basis. The writing exercises also reinforce this. A parent told me that her 14 year old daughter (DS) who had fine-motor delay, after working with the equipment for a term, not only began to make progress in her maths ability but she suddenly was able to do up her own buttons on her blouse...... such a small step you may think, but a huge achievement for her and for more independence........ Well done you!!!

THE CHARLOTTE CLOCK

Our 'time telling' strand is continuous and Oliver is reading moments of time independently now he has grasped the three step method: Todays readings were: 7:40 4:50* 2:40* 10:55 and 7:40. the two STARS were for brilliant working out. Oliver simply read out the time in one step! "It's 4:50." "It's 2:40." Fantastic! He, as with others using this method, needs to practice reading time from his Charlotte Clock at home to support what is done in the lesson because the opportunities can be limitless......

Vikki Horner

28.09.11 Oliver's third lesson....Part I

Today is our third lesson where we began with reinforcement of the block positions and vocabulary from level 1 teaching in the Counting Board.


This is moving along at a pace, so I have incorporated assigning number names from level 2. This will broaden my acitivities as well as build on Oliver's emerging understanding. First, he showed understanding of size and of position of blocks to 10 when asked to order the blocks from the smallest to the biggest and in reverse order. He self-corrected (sc) 8 and 7 otherwise was very accurate with the position of the remaining blocks.


The next task, introducing number names, was to model the procedure. It consisted of touching the 1-block then asking Oliver to name it (1) (Everyone knows this cube is called one!) Then pointing to the 2-block he named it (2), then as I pointed to each next block Oliver and I named them together up to 10! GREAT!


NOTE:
Don't miss this step out - remember that at assessment during my first lesson, Oliver did not know the count to 10, and missed out numerous names. Therefore I don't take anything for granted, I let the pupil show me what and how he tackles a task where there are clues for him to feel secure in his actions.


TIP:
When a child gets stuck on a name and thus begins to count the units of a block, DO NOT allow this to happen, distract by pointing to the 1-block, and ask the child its name, then keep pointing tio each next block as h/she names it up to to the block where the difficulty arose. The objective here is to teach childrne to see a number as a whole idea, ready for efficient calculation which will begin shortly. Counting practice will come through other activities.


As the practitioner, you will begin to see which names are secure, then use them as stepping stones to get your pupil to figure out the answers h/herself. For example, Oliver was secure with 6, but got mixed up with 7 and 8, therefore I pointed to the 6 and asked, "What number comes after 6" pausing for a second or two to give him a chance to answer, but not too long because I don't want him to feel 'tested'. If he is not able to answer, I simply point to the 1-block again and ask him to name it and whilst I continue to point, he names the blocks up to 6.


Here, I ask "So if this is 6, what comes after 6?" (point to 7). These clues help children figure things out for themselves. Carrying on then, "This is 7 (point) what number comes after 7?" (8). Same for 9, then before I could get ot the 10, Oliver quickly named it wothout hesitation. (When an answer is known - ALL children are keen to answer with speed!) On another round you can give the instruction to order the numbers from 1 to 10, and again from 10 to 1. See how the initial task of sequencing by size, has become a sequence of numbers to 10! The next build up layer will be to simply count up to 10 and back to 1 with eyes closed, although the pupil is encouraged to 'see' the blocks in the board. Great support and great development of visualisation ability.


The above technique takes a little patience but is well worth it becasue you are reinforcing numerous aspects simultaneously - reasoning ability; positional vocabulary; number sequencing; number names and counting.


NOTE:
Oliver seems to enjoy starting from 10 and not 1. this is okay and indicates choice. I simply ask him to begin from 1 with the next round. Actually children do not get sufficient practice with counting back, so see this as a bonus! This task provides rhythm and practice with additional support. Through the visual imagery from the lengths of the series of blocks, the child 'sees' a picture of blocks reducing by one unit each time. This visual information is being absorbed at a subconscious level and plays a part in a child's ability to mentally count back to zero. We repeated the task still maintaining the 'naming blocks' focus; Oliver was accurate with 1 to 5, 6 (sc) 7, 8,9 and 10 were named correctly this time! Well done Oliver!


PRACTICE IDENTIFYING BLOCKS BY NAME

After observing the accuracy and confidence displayed by Oliver, the next task I introduced was the 'Calling Back Game' where we shared out the blocks - mum joined in too. Next, I called back a number. Whoever had that block placed it in the board. Ollie absolutely loved this game and asked to do it again and again, in fact 8 times in all! (All that rtepetition and practice!!!)

TIP:
to get you thinking about the need to continue to stretch a child's emerging ability; try these ideas... after the second round (of 8) my observations were that Ollie was naming the blocks accurately, he was also placing the blocks correctly and his positional understanding was also accurate, SO I began to broaden the task by asking "Calling back 2 and the next number! what is its name?" "Calling back 10 and the number before 10? What is it called?" You can see how easy it is to give lots of extra practice with different elements as in this case with number relationships. It was such fun.... Oliver was a STAR and he knew it! How lovely is that?

Before ending this work I gave him another couple of tasks - 'The Stand Up and Stand Down Games' which is another means of identifying blocks by their names. These games enable me to give instructions focussed on 6, 7, 8 repeatedly. the best thing about these cheeky tactics is when Oliver suddenly realises what I am up to by saying "I've done those before!" and I say "Are you sure?" ha ha ha.....

The lesson continues with Pattern Board work and will be recorded in Part 2.


Vikki Horner

NUMBER WORK – PATTERN BOARDS AND CUBE PATTERNS

This resource makes learning extremely visual and is enormously helpful when teaching children about number quantities, properties and simple addition and subtraction. At a glance the unit parts of each number are displayed as a group of structured cubes – ‘painting a picture’ of the meaning of numerals 1, 2, 3, 4, 5, 6 and so forth to 10. Properties such as 'odd' and 'even' numbers, are vivid and are represented as ‘the odd man’ or needing a ‘partner’ this unforgettable imagery and easy description make the ideas memorable. Simple addition and subtraction tasks are also carried out with this support.

The lesson
With the first 6 Pattern Boards I placed them randomly in front of Oliver. I began to build a cube pattern on the display card pictured below. Oliver was asked to match this to the same board. Initially I used the same coloured cubes as the Pattern Board, offering two opportunities for success – matching by colour or by pattern. Oliver was able to recognise the pattern and so a different colour set of cubes was used.

The checking up factor proved interesting. Oliver was given the display card containing the cubes and was asked to place them in his chosen board. From this action children learn to develop cognitive skills such as left/right directionality, hand-eye coordination and 1:1 correspondence as well as strengthening fine-motor manipulation. With a student as old as Oliver, I would still be looking to see if these skills are firmly established. However, Oliver had different ideas! He wanted to take the quick route and so picked up the cubes in two’s and tried to ‘drop’ them into the empty insets. I had to explain that I needed to see if he was able to place the cubes separately into the board first ....THEN he could do it his way… compromise accepted - High five!!

Sequencing
Oliver moved on to ordering the boards from the smallest to the biggest which he did with a couple of self corrections. More high fives! At this point it was 11.00 and Oliver was hungry! This led to a lovely opportunity to encourage some clock watching and reading practice, so
as to feed that man!!!. I reinforced the procedure once more using the practice Charlotte Clock placing the hands at 1.00, Oliver followed this correctly then was asked to go to the oven, I showed him how to turn the two dials in order to bake a baguette for his much loved
cheese sandwich. This done we took our break and looked at Oliver’s bird’s of prey book. He turned the pages to his favourite birds and named them with amazing skill. He clearly has a passion for nature and David Attenborough is a favourite in his house…..

Bonds of 10
Oliver had NO understanding of the bonds of 10 - not even by counting on. No matter BECAUSE I know that in a short space of time he will build his understanding of the combinations of 10 - and that’s not all, he will know them and use them as recall from memory. So watch this space…..

To begin….. we spent the last part of the session finding pairs of blocks to fit into the 10-Box. The box is the same height as the 10-block and contains 10 combinations that make 10. I would put in a biggish block and Oliver would find one to fit the gap. The same self-checking principle applies. Each time a block was placed in the box that did not fit, the immediate visual feedback ‘told’ him in which way it did not fit, enabling him to simply take it out and try another one thus each task is a success. No feelings that he can’t do something, only feelings of satisfaction and achievement! AND high fives BOFF all round! Not too sure which of us is BOFF though?…..

We certainly finished the first session on a positive note where Oliver was definitely familiarising himself with the equipment, listening and following instructions, and completing tasks.

You might like to know that during our first 2 hour session, Oliver covered the work highlighted in blog posts dated 22nd and 24th of November as well as the contents in this post.

Vikki Horner

This entry was prompted by the number of families I spoke to last week, all have concerns about why their child cannot make progress with maths..

You will be surprised how many times I hear – “He knows his numbers to 10 but he does not know what to do with them!”

To gain insight into why this is, we have to go below the surface and look at the underlying issues…..

When a pupil has no real understanding of number knowledge or facts to 10, and is operating within the Performance Indicator levels (P Scales), try working through the three levels of the first Stern programme using the supporting equipment. This is often referred to as the ‘tool kit’ for moving forward. There are other factors to consider because it's not simply about the maths content that makes it impossible for a child to learn about numbers and arithmetic.

Cognitive processing systems and skills – are central to ALL learning. To explain what this means I like to use a computer analogy.‘Human beings’ are the ‘hardware’ and the 'cognitive processing systems' are the ‘software’ Let’s say you wish to create a beautiful power-point presentation with all the bells and whistles. If the software is not there, how can you create your beautiful power point presentation? Likewise, if we have deficits in our cognitive processing systems then we would find learning, on many levels, difficult and for some, almost impossible. Simply put, we ALL need to draw on these systems everyday for all our ‘thinking’ and ‘doing’. Imagine if for some reason your memory ceased to function properly?

The Stern equipment stimulates and strengthens these systems- every single time the blocks and cube patterns are handled a child is developing h/her spatial, discrimination and sequencing ability. The unforgettable visual imagery is stimulating a child's visual-perceptual processing ability. Moving blocks on to a table nearby and giving the instruction - "Go to the table and bring back 3 and the block one bigger than 3." encourages receptive language as well as memory. These are examples of how these functions develop and as they do there will be progress in other areas and other subjects.

Something simple like being able to button up a blouse came as a result of strengthening a teenagers fine-motor ability!

Numerals, number concepts, the number system – are abstract by nature, maths is also the fastest moving subject on the curriculum and very quickly moves into abstract notions and this is the point where children can be left behind. Further, deficits in cognition can mean that the child does not have the ‘infrastructure’ for abstract thinking and yet is still being taught abstract concepts. Would this not be bewildering for the child? Try to imagine learning maths in Russian because to the non-Russian speaking individual this would be as abstract as it could be? then you would begin to understand the raft of emotions these children may be feeling every time they have maths.

Numerals are abstract symbols - where are the clues to their meaning? yet young children are exposed to numerals very early, beginning in the home where parents may teach them to say a string of names and some even learn to recognise the symbol, but many spend years trying to crack the code. Imagine if I gave you a sheet of heirogyphs and asked you to tell me what it says. Where would you begin? How would you decipher the code? What emotions would you be feeling? Not easy is it? Wouldn't it be better to have a set of number blocks representing numbers to ten so your child can hold a block and feel its size, and have a board to put it in? They would discover where all the blocks live and begin to order them... first, in go the small ones. Next come the bigger ones, then the biggest! Learning through play and discovery provides children with insights that they would never get from numeral cards or sheets or rote chanting. The boards act like a puzzle which is appropriate for all young children and so important for children with special needs.



I believe there are thousands of children who go into school without special needs and they get their special needs in school!

Young children learn about their world from what they see, hear, touch, taste and smell or from using their senses, better known as the ‘sensory-motor’ stage of development. This is why learning through play is so important from nursery through key stage 1. Children with summer births would have almost one years less development of cognitive functions, yet are expected to keep up with the rest of the class. They would still be operating within the sensory motor stage, and if using Stern's approach this group would keep up and move forward because of the cognitive stimulation and the VAK input.

The Stern programme was developed by child psychologists & mathematicians who carefully designed the equipment and activities so that teaching would follow a child’s natural stages of learning and development. This is the key to the successful nature of the Stern programme.

When no progress is made – I have many examples of children who have made little or no progress in five years, eight or even ten years! There are many schools in the UK who have numbers of pupils in this group. These children are still operating at the sensory-motor stage and require learning to be ‘concrete’ ‘visual’ and ‘tactile’. Numbers need to be presented in visible form to enable children and young adults to handle them and 'see' the meanings that lie within.

We believe that if a pupil is making no progress with maths, regardless of chronological age, h/she needs to switch to a concrete, multi-sensory, structured form of learning without abstract notions until understanding is evident, then one can begin to use other resources in a way that takes the concrete knowledge to a secondary resource which I call 'semi-concrete'until the child demonstrates transfer. Still further resources - semi-abstract, again looking for indication of transfer. Ultimately arriving at the point of introducing abstract resources enabling the child to use h/his newly acquired knowledge with fluency. Then it's back to the concrete structured form to learn another topic. We can also teach children to recognise some that they already know in other learning. For example the Stern pattern number structure is very distinct, making it easy to lean about the oddness and evenness of a number. Once the pupil is fluent we can introduce counting in twos using the even number patterns. The 6-Pattern - we can count 2, 4, 6. The 8-patttern 2, 4, 6, 8 and so on. Later on this understanding will form the basis of the two times table. I recall a 6 year old once exclaiming "Hey! there's three twos here.!! after building his 6 pattern with cubes. He had discovered a multiplication fact, but would not know it as that at this point, never-the-less it will be stored in his memory for later use.

consistent factor of the Stern programme is evidence of progress in cognition and number understanding in one single term. That said, it can take some schools over one year before they implement this programme, if they do at all. How much learning could have taken place in three terms? How about this example …. using our structured Charlotte Clock programme, my own daughter, who has Down syndrome and was 12 at the time, took approximately one year to master telling the time using both digital and analogue formats using a mix of formats!

Progress in 9 months - Stewart is a Year 2 pupil with moderate learning difficulties. Despite the level of carefully targeted support, using a range of materials and being in classes with very
experienced and skilled teachers, he was still unable to count with 1-1 matching and with no real understanding of number values. Stewart began working with Stern and within a nine month period he has gone from having no understanding of number values to being able to confidently add and subtract and record his work.

Progress in 5 months - 12 year old Peter, with Down syndrome, moved to his secondary school still operating within the P levels for maths. His parents recommended the Stern programme to school and they put him on the programme. After using the programme for 3 lessons a week in school, and at home, Peter made significant improvement. He was assessed five months later as operating at level 1, with his number bonds securely in place.

Progress in 6 months - We started using the Stern programme 6 months ago with an 8 year old girl with Down syndrome. She has shown remarkable developments in maths skills and in understanding of concepts. For the majority of topics she has such a solid grasp of what she is doing that she regularly completes assessments without the Stern equipment.

The above factors are the main causes of delayed progress, get these right and your children will begin to move forward with confidence, enjoy learning about numbers and maths AND without wasting so many vauable years of learning potential. We ALL need to develop the basic arithmetical skills for everyday living ....................

Vikki Horner


(See the structure of teaching with the Charlotte Clock Resource pack, and Stern Structural Arithmetic Kit A. http://www.mathsextra.com/)

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Oliver

First teaching session - 14th September 2011

One of my first tasks was to begin developing Oliver's time telling skills, now fifteen he really does need to have this skill in place. To do this, I use the Charlotte Clock because it was built around the Down syndrome and SEN learning profile. We begin with digital time, mastering this to 90% accuracy before moving on to analogue format. During our first meeting Oliver's mum told me he has recognised the quarter and the half past positions on occasion but has no understanding of the concept of time. So this will be great when moving to work with analogue time.

Quickly then, let's look at the face. There are two sets of numerals, clock hands are labelled - 'hour' and 'minute' . We use a three step method to begin with which quickly consolidates to two steps then I find, as was the case with Oliver, that children mostly look and read the time. Using the practice clock (same face), after talking about the elements on the face, and how to set moments of time, Oliver got to work: 2:10 Oliver placed the hour hand at 2 (black) and the minute hand at 10 (red), then was encouraged to say the two numbers together 2 10, then to put it into a time context..."So the time is 2:10." Next, 2:45 hands placed correctly, then read together 2 45 (it is important to point to each number as a prompt). "So the time is....?"

Because Oliver has not been exposed to numbers in the higher decades, he found it tricky to name some of them so I would say a number first. He soon got the hang of naming the red numerals to 60.

Further, I have a working clock (same face) on the wall opposite to where the pupil sits, where I monitor the time to give him reading opportunities at precise five minute points. Mum also has a working and practice clock at home so Oliver can practice between sessions. School too is using the same resource and provides more practice during his numeracy sessions two days a week. This arrangement seems to be working well. I was very pleased with his initial readings, Well done Ollie!

Next, we moved to work with numbers to 10

There is a lot to be learned about numbers before a child knows what they are and what can be done with them! For example 'size' 'position' 'relationships' 'number properties' and 'number concepts' number bonds, number facts to 10, There are 120 addition and subtraction facts with numbers up to 10. Who has fogotten this???

The easiest 'tool' I have used with children with SEN in building up this knowledge, is the Counting Board filled with graded unit blocks to 10. There is a special place for the numerals or number markers 1, 2, 3, 4, to 10 (see photo), but first we work with only the block representations to gather information about each block. Understanding relationships is a crucial building block, so is developing a child's natural sense of numbers.

Differentiation

In school when helping children with SEN to understand numbers, learning is differentiated to accommodate the difficulties by making the tasks smaller or simpler and often involves working with number 1 to 3 or 1 to 5 only. How can the relationships taking place with the whole series to 10 then be seen or grasped? How would a child see that 5 is in the middle of the series, or which consitutes the small numbers and those that are bigger? What about knowing that 4 comes before 5 and is one unit smaller, or that 5 comes after 4 and is one unit bigger? How would this information be learnt from using numeral cards 1, 2, 3, 4, 5, 6, etc., where there are no clues as to the size, position, quantity, oddness, or evenness for example?

The Stern programme is totally differentiated in the way it is taught and through the small step progression, as well as the apparatus. These aspects enable children to work with all numbers to 10 (representations) simultaneously. The differentatiion is done like this; a task is set with a single focus, the objective here is learning about 'SIZE', Therefore, matching blocks to empty grooves is simple, meaningful and easily within the capability of ALL children, but there is more...... Whilst doing this children are developing their ability to scan and judge 'sizes'. They repeat this action ten times thus introducing repetition. A further aspect is in developing a child's reasoning ability and making the task as independent as possible. To do this, the child learns to self-correct any action when necessary WITHOUT the parent or teacher saying it's too big, you need a smaller one..... . When placing a block that is too big into the groove, the immediate visual feedback speaks to the child. they can see why it does not fit, and often a child will say it's too big, I need one less, or a smaller one. If the placed block was too small they can see the gap. This visual cue leads them to try other blocks until they are successful. Errorless learning! The confidence boost that follows can sometimes be imeasurable.

As well as this there are other aspects that children are exposed to such as seeing 'small' blocks 'living' at the beginning and 'big' ones at the end. The biggest block comes last, the smallest one comes first. Then the next smallest, and the next, and so forth. All these facts are EXPLICIT. In contrast to working with numerals 1 to 10, or when counting, or when working with groups of teddies or other objects. A large part is due to the structure of the devices, because all Stern equipment is designed to make the learning as certain as possible.

Oliver wizzed through this task, with the occasional self-correcting. The prompts from me were, "Oh does it fit?" "NO" "Okay try another one." Children find this unthreatening and very satisfying! Moving on to an in dependent task, I asked Oliver to put the blocks in the board in order from the smallest to the biggest - first part of sequencing by size. I placed the 1-block in the board to start him off. He did this with great concentration, with a couple of self-corrections (better they do this for themselves than their teaching assistant!). The objective here it to encourage children to reason for themselves. Everything stays put no matter how long it takes a child to process a piece of information or complete a task. Oliver then decided to repeat this task starting with the biggest block working down to the smallest one! marvellous...

Early Vocabulary

I wanted to see if Oliver's understanding of positional vocabulary was secure or indeed transferring to our situation. I placed the 1-block into the board and asked which comes next, and the next, and the next, each time Oliver selected the correct sized block. The accuracy of this task comes from the 'measuring' of the empty groove with his eyes, then scanning (discriminating) for a block of the same length. The repetition that comes from doing this with all ten numbers, allowing the meaning behind the word to be 'seen' and 'felt'. With the second round I introduced the word 'after' in the same way, as well as the 'next biggest' and the 'next smallest'.

The follow-on Blog looks at how we can adjust the programme to accommodate an older pupil, as well as the pattern work we did together and with getting to grips with the bonds of 10. See you soon!

Oliver!

Overview:
Oliver’s operating levels were within the P levels for maths when the tutoring began in September. Until this term he was attending full-time at a Special School in Somerset. Now in his GCSE year, his schedule has changed. Oliver is a keen photographer and his love of photography has been encouraged by his parents. This term he is attending College one day a week as he hopes to take photography at GCSE. His main source of teaching for this is from private tuition with the lovely Mike, Oliver’s step father. He will continue at school for two days and the remaining day is when he makes the journey to me for a two hour maths lesson.

Focus:

Our focus is on building his understanding of foundation knowledge and facts, and basically going as far as he can in the time we have. We will also be developing his ability to use money in real life situations as well as learning to tell the time. Our work will be supported with a numeracy lesson on both days he is at school. Oliver has a great teaching assistant who is responsible for these lessons. There is also input at home reinforcing teaching tasks through games.

First Lesson:
Our first maths session took place on September 14th. I’ve known Oliver since he was 2 years old, now this tall, handsome teenager, walked into my kitchen with his encyclopaedia of animals and birds of prey tucked under his arm. “This is to look at, in the break,” he informed me. “I shall like that.” I told him, and so we began........

Assessment:
Initial assessment tasks gave me insights into Oliver’s understanding of numbers, and the lack of it…. I wanted to see how he performed with counting; positional vocabulary; number properties; cardinal and ordinal aspects of number; number bonds and operational understanding. Generally, the children and young adults I see don’t much like this part because on some level they know they're failing, even though they may not be able to articulate it. Therefore we moved swiftly into the fun part working with the apparatus. We will be working with different pieces of maths equipment which makes numbers visual and tactile. The learning follows specific stages to ensure that knowledge moves from concrete understanding into abstract understanding with success at evey stage. Our approach is multi-sensory teaching and learning in its truest sense.

In the next post we begin working with the Charlotte Clock reading digital time. .......

Oliver meets the Autumnwatch TV presenters !

I have known Oliver a teenager with Down syndrome since he was 2 years old. The years have marched on, however opportunities arise such that I get to dip into his life and observe his development and growing interests. I would like to begin this new blog with an account of one of Oliver’s passions and how his mum was able to organise a visit to the Autmnwatch TV programme so that Oliver could meet his favourite presenters!

Oliver has been fascinated by all aspects of wildlife and animals ever since he was very small and now has determined that when he grows up he would like to be a landscape and wildlife photographer. His stepfather Mike, who only came into Oliver's life a few years ago, is also mad about all wildlife and outdoor pursuits. Mike is a professional photographer and is very well known for his wonderful photography of children and young adults with Down syndrome. Oliver and Mike are fans of the Autumnwatch TV programme, so hearing the show was to be filmed at Slimbridge Wetlands and Wildfowl Trust (North of Bristol), Oliver's mum Wendy, contacted both Slimbridge and the BBC to ask if there was any opportunity for Oliver to meet the presenters and be part of the small select audience on Autumnwatch unsprung. The BBC production team were fabulous with Oliver, they, together with Iolo Williams, a guest Wildlife Presenter, took him under their wing and gave him a great day out as you can see!


Oliver reporting........

I went to Slimbridge with Mike to see Michaela Strachan, Martin Hughes-Games, and Chris Packham and Iolo Williams on Autumnwatch and Autumnwatch Unsprung.
A nice lady called Becky, from the BBC, showed us the ‘Set’ and the cameras and everything. Iolo (pronounced Yollo) Williams was going to be on the programme as well and he was really nice and talked to me about birds.

I had a chance to talk with Michaela Strachan and for tea I had vegetable lasagne and chips and bread and a Tango and we went back to see the BBC people. Then we sat in the restaraunt and watched the Autumnwatch Programme and then Becky and Sam took us down onto the actual set and we were in the audience for Autumnwatch unsprung. Me and Mike stood at the back and a man brought a fox on the programme and said it was about ten years old. At the end Mike took a photo of me with Michaela, Martin, Iolo and Chris Packham. I came home very late!
Oliver Hellowell

Stern's Structural Arithmetic

Vikki Horner, the Managing Director, has worked in the SEN sector for 19 years motivated by the birth of her second daughter Charlotte, who was born with Down syndrome. Vikki has worked ceaselessly to help with her daughter’s development and set up a Consultancy business in 2001. Since then, she has supported many other children, their parents and their child’s school by sourcing practical resources and providing training and advice in their use. She travels throughout the UK and abroad presenting training workshops on Stern’s Structural Arithmetic method and also on the Charlotte Clock method of teaching children about Time.

Maths Extra now has a small, expert team, who work with Local Education Authorities, Primary Schools, Nursery Schools, Early Years Groups, and Parent Support Groups across the UK providing consultancy work, assessment material, full customer service and on-going training.

Maths Extra focuses on the need for children to learn through “insight and discovery”. Using Stern’s teaching programmes, children discover the meaning of concepts for themselves and as they do, they develop a wide range of skills such as: mathematical reasoning; visualization skills, hand-eye co-ordination; spatial awareness; receptive language, and auditory memory. Children perform actions at every step using concrete materials, developing solid foundations on which to build.