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Ds year 1 but work too easy..

(8 Posts)
Waitingforsleep Mon 09-Jan-17 20:33:49

Not sure if he should be doing harder work. In reception he showed a flair for maths in particular. He astounds me and was put doing harder work. He is in year 1 and still
Amazing me yet his teacher says he is consolidating his learning. I feel he is year 2 work, should he be allowed to do more? This is totally coming from him. I'm not keen on maths and he loves it, his knowledge is great!

irvineoneohone Mon 09-Jan-17 20:43:01

How about these websites?
Sideway stretch for able, rather than going forward.

nrich
wildmaths

Or you can try khanacademy

irvineoneohone Mon 09-Jan-17 20:53:31

mastery assessment yr1

mastery assessment yr2

Waitingforsleep Mon 09-Jan-17 20:56:37

Thanks they look good. He does do some computer things at home too but I'm worried he may get bored at school as I'm having problems with him wanting to be there at the moment!

bojorojo Mon 09-Jan-17 21:05:58

The teacher should be able to stretch him within the Y1 curriculum. This is the mastery approach and it is what is expected rather than go up a year. Explain to the teacher that he wants to do more. It is important that it happens but the teacher should be aware of this .

Ginmummy1 Tue 10-Jan-17 08:55:33

I agree with Irvineoneohone that you can give him opportunities to develop his maths at home as well if he enjoys it - and of course Bohorojo is right about mastery!

At school, how is his behaviour/concentration/application? My Y1 DD is not exceptional at maths but she's generally academic and isn't finding anything difficult at the moment. She sometimes says she completes the main activity, completes the 'extension' activity (which I'm suspicious is not actually harder, just more of the same) and then is asked to help another child. While this is ok sometimes, I'm encouraging her to really focus on working quickly and accurately and checking her work, and to make it clear to the teacher when she's done. I'm also suggesting she thinks of her own extension work (eg using larger or more numbers etc.) and tells the teacher what she's doing.

I am hoping that this 'precocious productivity' will send much clearer signals to the teacher that she needs more/harder work. I'm not a teacher, but I'd imagine teachers would prefer children to finish their work nicely and ask for more, rather than disengaging through boredom.

HardofCleaning Tue 10-Jan-17 09:17:38

I definitely second irvineoneohone he should be moving sideways not further forward. (There is a fair amount of evidence that moving gifted children forward is actually counterproductive).

GieryFas Tue 10-Jan-17 09:47:48

How's he doing socially / emotionally? I have academic kids and KS1 wasn't / isn't remotely challenging for them in terms of academic content. But one was keep busy learning to manage socially, and the other I felt was not doing as much physical exercise as she should, so I used it as a time to focus on those things, plus a load of fun activities which they had plenty of time for as the homework took them so little time.

Come KS2, I started to talk to class teachers about how to extend them academically, although the position appears to be 'deeper understanding' rather than 'going onwards', which I can see works if done well, but if not done well adds up to more of the same but with bigger numbers / longer words. I'm still working on that one...

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