ability groups in class 1

[givemeavodka]

Hi, Does the teacher split the class into ability groups in Year 1 as standard? If so how do I know what group he is in? or Is it 'Not the right question to ask? '. Thanks

DS1 has just started year 1.

It is a welsh school but their group names translate to types of housing eg semi detached, flat, bungalow!

So MN, is a bungalow a higher achiever than a flat? Detached surely would be top of the class

DS is in P3 (Scotland) and in the bottom set. DD is in P5, in the top set, but she could really do with more challenging work.

I am strongly against setting by ability, especially in primary schools. A lot of countries do not set by ability, they just give extension work to the pupils that finish first.

I think that the teacher will always treat the top sets differently: higher expectations, different teaching style (asking for critical thinking, etc). There is quite a bit of research on this. See for ex. this link (hopefully I'll be able to insert this link):
?Ability? in primary mathematics education: patterns and implications
If the link doesn't work, the address is:
www.bsrlm.org.uk/IPs/ip31-1/BSRLM-IP-31-1-16.pdf

I asked my DS's teacher if I could know what the middle and top sets were doing in Maths (I'm a second. Maths teacher, but I'm not working at the moment, so I have the time to work with my son at home). The teacher said she prefers not to give me any work from the middle/top sets because she would need to explain it to my son first. Is the top set doing quadratic equations? They are 6 or 7 years old. What kind of work can it be? The 3 times table? Number bonds to 100? Is there only one way to teach/understand maths, and you need to be a primary school teacher to explain it properly?

I actually wrote the teacher a letter and thanked her for her time, and blah blah. I said not to worry about sending home any extra work. I also attached the article on "setting by ability" - maybe that will make her see my point of view.

I know, I'm being crazy and pushy, but if I don't give this extra attention to my son, how can the teacher do it, with 30 children in the class?

What do you think?

Hi albachiara IME teachers can be very cagey about what work they set in different subjects and I too have asked on occasion if we could have a bit of forewarning about what they are going to over as my DD (yr 6) struggles with maths. I have now come to the conclusion that, sadly, she is not going to progress much more at primary school with her maths as I feel she has been pigeon-holed as "lower ability" and it has become, or is becoming, a self-fullfilling prophecy. Sigh.

What I would recommend for your son is to go to WHSmith and pick up one of their "Challenge" workbooks (red cover) for maths for his year group; this will give you a good idea of what the kids at the top will be working on and how it may vary from what he is doing IYKWIM, and it will cover ALL of the NC numeracy curriculum. Good luck.

Maths on target contains 3 differentiated worksheets for every topic, so you can work through harder stuff at home if you want to.

We found out DS's class was streamed (their word) for numeracy & literacy in yr1 when they told parents at the first parents evening just after half-term.

Most parents will not outright ask where their child is but you can bet by later in the year the kids have worked it out for themselves & will tell you.

Thanks a lot for the information on what resources are out there! I actually feel that it would be better if I homeschooled him (well, if would be better for me, as I would feel in control!) but he would miss the social aspect of school. He loves playing with his friends at school.

I guess he will have to work with me 30-45 minutes a day on top of his school work. I'll try to make it fun (?!?!?!) We are already playing multiplication bingo with a prize money of 5p! This seems to motivate him!

albachiara I read a post on here recently saying that school was only 6 hours a day of a child's education, parents can play a BIG part at home. My DD2 loves maths, above average but not a genius, and I feel as though i can take some credit for how much she progressed during year 2 - not said in a boasting way, just a fact. I think she would be the ideal candidate for home-schooling from an academic point of view but in reality it just wouldn't be practical. Do do extra at home with your son, you will see the benefits.

I would give it a while to settle down then ask.

I know this is a contentious subject but I think 30-45 minutes extra each night would be hard going. My DS is in Y1 and is exhausted at the end of the day - even reading is a struggle.

Applied maths at home is a good idea though. Counting out cutlery (from basic counting to 2x and 3x table if you include spoons)

I think they all need until half term to find their level anyway. Teachers included!

Albachiara, thank you for posting that very interesting link about views on ability in the primary classroom.

Rachel Marks in 'Ability in Primary Mathematics...' says that 'ability segued with intelligence is seen as a fixed hereditary quality, genetically determined and characterised by upper limits and a sense of inevitability'

Marks also adds 'teachers lack any model of cognition containing plasticity' Kovas et al (2007).

In my view she is absolutely correct! There are many inspiring, creative and even outstanding educators who go in to do teacher training and workshops etc in primary schools & even influence government policy and their view is overwhelmingly IMO that we all have our ability ceiling and that's it. Head teachers, senior teachers etc, they all seem to have this view IME.

Children can only go so far, they have a pre-determined genetic limit. I've questioned this belief when I've seen it in operation and many educators haven't given it too much thought in the past. Their response is generally 'well of course these things are pre-determined by our genetic heritage'. They all want children to fly and are usually creative, admirable individuals, they don't understand that this mindset will unconsciously inform & nuance all they do with children and influence teachers. If you 'can't get out what God didn't put in' why bother? It's a subtle thing perhaps but I got the message that I wasn't thought able early on loud and clear. Developments in cognitive science show us that's it's possible to 'get smarter' neural connections are formed in the brain etc. I've met far too many under confident 'late developers' in my life and a growth mindset and a questioning open mind from many in positions of power and influence in education would go a long way to put things right IMO.