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Where Curriculum Sequencing meets CLT

Where Curriculum Sequencing meets CLT

Cognitive Load Theory (CLT) rests on the principle that teaching is most effective when we present new material to learners in parts small enough to avoid overloading the brain’s limited working memory, yet maintaining the necessary challenge for learners to ‘think hard’. This is how school leaders get the best from teachers; by recognising that background knowledge wins every time. This, in turn, means school leaders setting out to offer teachers a class of students with the expected background knowledge already in place, through advanced curriculum design, rather than asking for ‘better teaching’ from whatever background knowledge the teacher is faced with.

Breaking down the broader purpose of a curriculum into a learning journey with a high-enough resolution to make this a reality, and that can be sustained in the learner’s experience over time (years), is itself a time-consuming process, requiring advanced pedagogical content knowledge. Without a wider systematic approach, a single teacher will always fall shy of the high potential CLT offers pedagogy.

Curriculum sequencing that seeks to explore the best that CLT offers must not expect teachers to deconstruct as they go, but rather provide teachers from the off with an accurate and detailed sequence of learning that is pre-agreed, transparently accessible, easy to implement and that they can refine as they go. In schools where the idea still prevails that high teacher workload is the number one causal route to high educational impact, then here we find the disruptive point; at this place where curriculum sequencing meets CLT, providing more for less. Put another way, the intent in this curriculum design approach marries content with a deliberate prevention of the crippling inefficiency teachers experience when they need to constantly check for, and perhaps suddenly find, and perhaps need to plug, gaps in prior-knowledge!

Trust Improvement Lead, North East

I have been hugely impressed by the level of forensic thinking that sits behind WWN. It is far from a simple programme, but rather an approach that is rooted in robust evidence of how number can be taught in a way that is accessible to all pupils. WWN offers a cohesive and evidence-informed approach to teacher-development too. It is clear that WWN has been created by people who understand school leadership, curriculum design, teaching and learning.

Sean

Maths Leader, Dubai

Winning With Numbers is easy to use and it clearly shows progress in learning. It is helping to bridge gaps, challenge students and achieve targets in maths across the school. Students and parents are able to follow the learning journey and are eager to complete WINs. There is a real buzz at our school as students achieve their WINs, we are absolutely loving the WWN app! :)

Teagan

Y3 Teacher, Cardiff

Anything by Ben gets my vote! It is great to see something that has been created by someone who understands children, teachers, workload and numeracy. Through Ben's expertise, I have improved my skills in teaching maths and he has made me want to teach maths rather than fear it. This is exactly what we want for children also.

Julia

Maths Leader, Harrogate

The Winning With Numbers training was fantastic, we learned so much and have been really inspired. I'm still blown away with how brilliant the platform is and I'm excited to be getting going with it. It has already made a big difference in our school.

Charlotte

Class Teacher, West Wales

What Ben doesn't know about maths and the way we teach it...!!! His huge amount of expertise and experience has been a game changer for the way we teach maths! His programme makes us think differently about maths and both staff and students now really enjoy teaching and learning in this key subject.

Joanna

Tutor, Northumberland

I love the simplicity of Winning with Numbers - the focus on putting in place the small building blocks of mastering foundational maths skills, in a very ordered way. I also love how there are ways for a student to review a topic if they feel they need to; giving them some ownership of their learning. This programme is a great addition to my tutoring sessions.

Shelley

Deputy Headteacher, London

WWN is a highly effective programme that is deeply rooted in the science of learning with the pay off that teacher workload is minimised. It ticks all the boxes! We have seen progress maximised in each session and within a few weeks of teaching WWN.

Deborah

Home-Educator, South Wales

My daughter is really enjoying Winning With Numbers and it is showing me the gaps she has in her knowledge. It has been really good going back to fill the gaps. She loves getting the celebration videos when she does well. She smiles so much! I never thought it meant this much to her but it definitely does! I would definitely recommend.

Verity

Parent, Bridgend

My son is loving it! As a teacher, I know he is getting what he needs and it is great to have something my son can work through on his own. The timer is a really helpful option. He has first built his confidence and then we can add to the challenge by using the timer option. Thank you!

Samantha

Tutor, Ireland

All the students I work with are loving Winning With Numbers and the 'Be the Expert' videos are brilliant for preparing me for each session.

Connor

Partners & Awards

Winning With Numbers works to collaborate with others to improve the life chances of young people.  Winning With Numbers is delighted to partner with some highly effective organisations .  If you would like to partner with us, please do get in touch.