Mixed Age
Yorkshire Ridings Maths Hub has the pleasure of working with a significant number of mixed age schools.
There are various approaches that can be taken with mixed age classes, one of which is through the implementation of the NCETM Curriculum Prioritisation Curriculum.
In KS2, this curriculum uses a 2-year coherent and equitable rolling programme where teachers make informed decisions to support their pupils' mathematical development. Schools who have implemented this curriculum have noted the improved depth of conceptual learning of their pupils, the improvement of subject knowledge of their staff, and an improved pace of learning within lessons.
As a Hub, we understand that a change of curriculum approach needs to be planned with care and we offer ongoing focused support to schools that aligns with the EEF's recommendations for effective implementation.
To support you in exploring whether this mixed age curriculum would work in your setting, you can find a range of case studies and videos on this page, and should you have any further questions, please contact us at yrmathshub@hgs.rklt.co.uk.
Case studies
These case studies offer insight into two commonly used approaches to mixed-age teaching: mixed-age split-class teaching and mixed-age whole-class teaching.
Each case study shares the rationale behind the chosen approach, how it’s been implemented, and the impact on teaching and learning.
All of the case study links below will take you through to the NCETM website. We are extremely proud that all of the schools featured are schools within our hub's region.
Case Study: Richard Taylor CE Primary School (PAN: 39)
split R/Y1/Y2 class
READ Emma Crisell, headteacher and maths lead, shares how her school has successfully embedded a teaching for mastery approach across Reception and Key Stage 1 using a split-class model with a whole-class approach in Year 2.
Case Study: Kirkby Malzeard CE Primary School (PAN: 15)
split R/Y1 and Y2 classes
READ Lizzie Oates, federation maths subject lead, explains how careful curriculum design and structured routines have supported implementation and improved pupil outcomes in a small, rural school setting using a split-class model in Reception and KS1, and a whole-class model in KS2.
Case Study: St Peter’s CE Primary School (PAN: 45)
READ Headteacher Paul Griffiths and Assistant Head/Maths Lead Emily Crankshaw (Cohort 3 NCETM Primary Mastery Specialist) explain how a two-year rolling programme supports continuity, improves curriculum coherence, and benefits pupils in their mixed-age class, using a whole-class approach.
WATCH Paul and Emily explain their approach in a Leadership Insights video.
Case Study: Scotton Lingerfield Primary School (PAN: 15)
READ Yasmin Alvarez, maths lead and teacher of a mixed Year 5/6 class, shares how a mastery approach has been successfully embedded in a small-school setting, and how pupils have responded to learning in a mixed-age whole-class environment.
WATCH Yasmin and headteacher Debbie Calvert explain their approach in a Leadership Insights video.