A collection of activities designed for children with dyscalculia/low numeracy. The activities work on fundamental maths skills including counting, recognising numerals, comparing magnitudes, and thinking in groups. The activities in each section are divided into Introductory, Medium Difficulty, and Confident. They cover the raw maths skills listed above, but also explore the connections of maths to nature, art, and sport. Each activity has an analysis sheet to guide you in detail through the skills needed to succeed at that activity and help you explore potential reasons for your pupil’s struggles. The activities are designed mainly for one-to-one work, though a few can be used with the whole class.

A collection of 5 one-to-one intervention activities for KS2 children with dyscalculia/low numeracy capabilities. Also included are several packs of number cards. The file is in pdf format. The activities work on applying basic number knowledge to the physical world, and are designed to fit into approximately 15-minute sessions. The activities include: an introduction to computer programming filling in a football league table creating a number line. The number range of the activities is 0-to-30, though you will be able to modify to whatever range you wish to use.

A collection of assessments to help teachers identify maths and number issues in pupils in Key Stages 3 and 4. The tests are aimed mainly at the bottom 50% of achievers Topics covered include written and mental tests for basic numeracy, multiplication, division, fractions, and units of measurement The pack is full of tips on how to offer support to pupils who fit into the low numeracy bracket

A step-by-step guide to creating a tree made almost entirely from maths, with plenty of examples. Alongside following simple instructions for making the trees, there is also the opportunity for pupils to create their own algorithms and discuss (in everyday language) how probability affects the appearance of their trees. The activity introduces pupils to the language of fractals: bifurcation; initiator; generator; self-similarity and so on. There is also a discussion on the use of random numbers by scientists in nature-modelling, in models of everything from avalanches to water boiling in a kettle. There are two sets of instructions for the fractal trees: Basic and Harder. Most of an upper KS2 class should be able to cope with the Harder tree. Use the Basic tree as a backup plan.

A 50-page pdf guide for staff working with dyscalculic children in mainstream primary schools. The guide discusses the main features of dyscalculia, and offers many strategies on how to plan one-to-one withdrawal support. The overall aim of the document is to provide a little more information to teachers than you can get from a poster, without taking up too much time.

The first volume of Dyscalculia Resources for Enlightened SENCOs, covering counting to 20, recognising numerals, comparing magnitudes and thinking in groups. Over 100 activities working on fundamental maths skills, arranged into the following sections: Counting to 10; Recognising Numerals 1 to 10; Comparing Magnitudes; Thinking in Groups of Two or More; Recognising Numbers 11 to 20; Counting Across the First Decade; Counting from 11 to 20. The activities in each section are divided into Introductory, Medium Difficulty, and Confident. They cover the raw maths skills listed above, but also explore the connections of maths to nature, art, and sport. Each activity has an analysis sheet to guide you in detail through the skills needed to succeed at that activity and help you explore potential reasons for your pupil's struggles. Alongside this, there is a General Analysis section which can be used with any maths the pupil is working on. The activities are designed mainly for one-to-one work, though several can be used with the whole class. A collection of flashcards and top-down recreations of a variety of sports pitches are included, to help you design your own activities based on the specific interests of your pupil. There is advice on different approaches to teaching maths to pupils with dyscalculia, dyslexia, or a combination of the two. A comprehensive introduction section includes a discussion on research into dyscalculia and maths anxiety, and helps you to learn how to connect teaching with a dyscalculic child's way of thinking.

A pack of activities, advice, and models of reading processes designed for staff working with a dyslexic (or potentially dyslexic) KS1 pupil. The main aim of the pack is to help pupils read words, scan along a line of text, then locate and read the next line. A wide range of reading skills are worked on, from complicated compound skills such as reading sentences, to fundamental skills such as being able to find your place on the page. Twenty activities are included, covering the following reading skills: reading single words, sentences, (short) paragraphs; recognising graphemes; locating text on a page, maintaining location, and relocating text. The activities are designed for one-to-one support, but many can be used with small groups. Each activity comes with a specific analysis sheet to help you pinpoint strengths and weaknesses in pupils' reading. To further aid progress monitoring, there are checklists of fundamental listening, speaking, writing, reading, and attention skills. Alongside the main pack there is a template to make your own word wheels. There is also a detailed set of models of the reading processes of dyslexic pupils, including phonics strategies, scanning, working memory processes, and guesswork.

A collection of dyscalculia/low numeracy resources for primary-aged pupils, designed for use in Key Stage 2, but applicable for other age groups too. There are 64 one-to-one activities in this pack (a pdf file), exploring fundamental maths skills in the number range 0 to 30: Counting in Ones Recognising Numerals Comparing Magnitudes Attention Skills. Each of these sections works on the pupil’s conceptual understanding and procedural knowledge. COUNTING IN ONES The activities in this section work on the pupil practising their verbal and dot counting and connecting them with the physical world. To give an example, in one of the activities the child is asked to count toy cars speeding down a ramp whilst the teacher monitors the pupil’s counting strategies and how effectively they visually track the cars coming down the ramp. The child then explores the effect of varying the angle of the slope on the speed of the cars using everyday language. Counting in ones is often a dyscalculic child’s main counting strategy, and this book aims to embrace that, rather than fight against it. RECOGNISING NUMERALS An inability to visually recognise/identify a numeral (e.g. 7) is perhaps something we would associate more with either a dyslexic pupil, a pupil of generally low ability, or simply someone with poor eyesight, rather than a purely dyscalculic pupil. However, if your pupil struggles to correctly identify numerals,