Curious Minds

St Edward's had identified a decline in mathematical attainment over the last 5 years, particularly in girls. In a recent pupil learning survey, children said they could not listen for long periods in the classroom and wanted learning to be more 'hands-on'.Staff decided to co-construct a thematic curriculum tailored to children's need for more interactive learning opportunities. Maths would be the lynchpin for the curriculum with different environments, especially outdoors, providing inspiration.

Mathilda Joubert facilitated staff to reflect on the learning survey in detail. They explored cross-curricular activities that could use different themes and learning environments. Then they co-devised mind maps for half-termly topics spanning two years.To implement the new curriculum, staff and children began working with a diverse range of creative professionals. In January 2009 a practitioner with expertise in maths and music facilitated thedevelopment of a maths trail in the school grounds. Children also worked with staff, practitioners, parents and Mersey Valley Rangers to develop a larger trail at the local Nature Reserve.Throughout the Spring and Summer term practitioners with expertise in art, drama, ICT, the outdoor environment and Education Business Partnerships, helped to make more links between maths and the newly planned classroom topics, for example:? 'Once upon a time', in which EYFS children explored size, number groups and simple time sequences? 'Harry Potter,' allowing Y3 to use maths to investigate time, data handling andmeasures as they mixed potions.

• Creative planning has helped staff identify more kinaesthetic, cross-curricular learning opportunities.
• Teachers' confidence in and enthusiasm for planning has increased. 
• Staff are now engaging in a process of co-construction with children. For example, staff were struck by how immediately pupils focused on finding ways to incorporate percussion into a maths lesson.
• Teachers own subject knowledge in maths has increased because of working along-side experts with a diversity of experience, resources, knowledge and skills.

• Staff will be using their newly acquired skills to deliver the same lesson or use the same approach in the future.
• The school will be sharing the rationale of Creative Partnerships with a local special school.