**“Repetition is a key learning aid because it helps transition a skill from the conscious to the subconscious.”**

APL Academics Platform

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# Key Stage Maths

## The benefits of repetition in learning

## Key Stage Maths Workbook ISBN’s

## Key Stage Maths Long Addition – ISBN **978-0-9932394-1-0**

## Key Stage Maths Long Subtraction – ISBN **978-0-9932394-2-7**

## Key Stage Maths Long Multiplication – ISBN **978-0-9932394-3-4**

## Key Stage Maths Long Division – ISBN **978-0-9932394-4-1**

## Key Stage Maths Fractions, Decimals & Percentages – ISBN **978-0-9932394-5-8**

## Key Stage Maths Decoding – ISBN **978-0-9932394-6-5**

## Key Stage Maths Measurement – ISBN **978-0-9932394-7-2**

## Key Stage Maths Money & Time – ISBN **978-0-9932394-8-9**

## Key Stage Maths Charts, Tables & Graphs – ISBN **978-0-9932394-9-6**

## The importance of repetition when learning maths

## Imagination in Science

## Grammar Schools in the East of England

## Essex Grammar Schools

## Grammar Schools in Southend-on-Sea

## Kanban Inspired Homework & Revision Planner

## If you don’t know where you are going, you’ll end up someplace else

## Using Kanban to build a weekly homework tracker

## Fine tuning the weekly homework planner

## Finally, it’s useful to remind everyone that…

## The ONE thing you can do to improve weekend / self-isolation work at home

## The check-list should have a maximum of five items

## Do in any order

## Self-Organising

## Break time

## When the child writes the check-list

## Should the check-list include screen-time?

## Grammar School in the West Midlands

## Grammar Schools in Birmingham

## Grammar Schools in Stoke-on-Trent

## Grammar Schools in Telford and Wrekin

## Grammar Schools in Walsall

## Grammar Schools in Warwickshire

## Grammar Schools in Wolverhampton

## Mathematics expresses values that reflect the cosmos

## Maths from Macro to Micro

## Maths in Nature

Resources, Articles, Features, Links & More

**“Repetition is a key learning aid because it helps transition a skill from the conscious to the subconscious.”**

APL Academics Platform

**Before we add the first few workbooks to Amazon here are the ISBN’s and Barcodes which are registered with Nielsen and the British Library.**

A child may learn how to do long division in class and then repeat it during homework, but to truly secure long division a child must repeat it over and over.

This has the side benefit of securing numeracy in general as long division involves addition, subtraction and multiplication – mostly mental.

Similarly, to secure numeracy in fractions, decimals and percentages requires repetition. By solving lots of similar but different problems a child will not only understand the relationship between 1/4, 0.25 and 25%, it will become fast and easy for them.

It’s not about memorizing how to turn 12% of 200 into a fraction, it’s about understanding the process of how to do it.

Repetition also gives a child a better feel for when something is wrong. For example if a child erroneously works out that 20% of 50 is 40, they should feel that this is incorrect, so they can go back and see where their mistake was.

**The Key Stage Maths workbooks deliver repetition in all areas of the maths curriculum. Each book starting easy to secure confidence, then becoming progressively more difficult to secure numeracy.**

We especially need imagination in science. It is not all mathematics, nor all logic, but it is somewhat beauty and poetry.

Maria Mitchell *(an American astronomer, librarian, naturalist, and educator)*

**At the time of writing there are eight grammar schools in the East of England, in Essex and Southend-on-Sea**

Chelmsford County High School for Girls, Chelmsford (for girls)

Colchester County High School for Girls, Colchester (for girls)

Colchester Royal Grammar School, Colchester (for boys)

King Edward VI Grammar School, Chelmsford (for boys)

Southend High School for Boys, Southend-on-Sea (for boys)

Southend High School for Girls, Southend-on-Sea (for girls)

Westcliff High School for Boys, Westcliff-on-Sea (for boys)

Westcliff High School for Girls, Westcliff-on-Sea (for girls)

**Kanban (Japanese 看板, signboard or billboard) is a method to manage and improve work**

Kanban (Japanese 看板, signboard or billboard) is a method to manage and improve work. In it’s simplest for it is three lists:

Following a stressful time getting my son to organise his homework and school week (especially ahead of exams using the homework diary from school), I taught him how to better plan his time using a Kanban-inspired visual technique (i.e. with post-it’s):

If Maths has to be HANDED IN on a Monday that’s where it goes on the wall. The arrows show a day before Monday when he should actually DO the homework. It’s a kind of To Do, Doing, Done approach from Kanban.

If he has a test, he writes that down and sticks it in the correct day of the week for when the test has been scheduled, then precedes it typically with two arrows, meaning he’ll do the revision on both of those two days ahead of the test:

One benefit of seeing everything visually makes it easier to spread the effort out over the week rather than crunching all the work on a Sunday and Thursday for example.

Generally there’s no control over the hand-in or test date (delivery) but there is control around the homework or revision (resourcing & time management).

Important weekly events are labelled above each day making it really easy to see what else is happening during the week. It helps eliminate forgetting shin-pads and boots on a football day.

Good planning without good working is nothing

Eisenhower

*Article by Neil Irani, co-founder of KeyStageMaths.com*

**The ONE thing you can do to help your child and you to get through each day at the weekend or during isolation at home (written at the time of the Corona Virus) – is to make a daily check-list.**

Any more than five and it’s too big a list even for teenagers. Any fewer and there are not enough different things to do. This isn’t a guess – it’s based on years of experience in organising work at home at weekends.

The child doesn’t have to do the work in the order on the paper.

It is actually important that you write the checklist with the child, that they own it, and can finish it off in any order they wish.

The child has to self-organise around the checklist so they’re invested in the outcome.

If the child wants a break e.g. at lunch time that’s fine, but if screen-time is involved it has to be strictly time-boxed – e.g. to 45 mins, before work recommences.

The ultimate goal is for the child to write their own checklist and to execute it each day especially during long holidays.

No. Typically screen-time should only come once all the work has been done. This is hard to stick to of course.

**At the time of writing there are nineteen grammar schools in the West Midlands in Birmingham, Stoke-on-Trent, Telford and Wrekin, Walsall, Warwickshire and Wolverhampton**

Bishop Vesey’s Grammar School, Sutton Coldfield (for boys)

Handsworth Grammar School, Handsworth (for boys)

King Edward VI Aston School, Aston (for boys)

King Edward VI Camp Hill School for Boys, Kings Heath (for boys)

King Edward VI Camp Hill School for Girls, Kings Heath (for girls)

King Edward VI Five Ways School, Bartley Green (co-ed)

King Edward VI Handsworth School, Handsworth (for girls)

Sutton Coldfield Grammar School for Girls, Sutton Coldfield (for girls)

St. Joseph’s College, Stoke-on-Trent (co-ed)

Adams’ Grammar School, Newport (for boys)

Newport Girls High School, Newport (for girls)

Queen Mary’s Grammar School, Walsall (for boys)

Queen Mary’s High School, Walsall (for girls)

Alcester Grammar School, Alcester (co-ed)

King Edward VI School, Stratford-upon-Avon (for boys)

Lawrence Sheriff School, Rugby (for boys)

Rugby High School for Girls, Rugby (for girls)

Stratford-upon-Avon Grammar School for Girls, Stratford-upon-Avon (for girls)

**“Mathematics expresses values that reflect the cosmos, including orderliness, balance, harmony, logic, and abstract beauty.”**

― Deepak Chopra

It is difficult to articulate let alone teach, that maths is part of the DNA of the universe from the Macro (space, time, matter, fundamental physics etc) to the Micro (molecular and atomic structures and behaviours).

But it is still worth trying.

If you ignite one child’s imagination at the Macro or Micro level (or anywhere in-between) – that’s a massive win.

“Nature is written in mathematical language”

**Galileo Galilei**