This page contains resources which we provide to our In-school Volunteers to use in their one-to-one sessions with children. We are making these generally available – click on the link to open the resource which you can then download.

You may use the items which are copyright Number Champions within your own family or, as a teacher, within your own school. You may also send the item in its entirety to another person or persons other than for commercial gain, provided you also send this paragraph regarding copyright conditions.

If your proposed use falls outside these categories, please contact us for permission to use the material.

Our three key resources are:

Number Champions Core Curriculum
Number Champions has produced this version of the National Curriculum for maths for Years 1, 2, and 3 as a basis for training and supporting our volunteers.

In line with our mission of developing ‘number sense’, it focuses on counting and the ‘four operations’ – addition, subtraction, multiplication, and division. It therefore excludes most of the curriculum items relating to data handling, shapes, and measurement.

It aims to break each of the skills down into clear steps which are understandable by a layperson. It also gives a structure for communication and support.

Hyperlinked Core Curriculum
This is the Core Curriculum with each of the individual skills hyperlinked to support material. It is available as a resource to volunteers looking for a way of communicating the relevant idea to the child, and thus complements personal support from the Mentors and from the volunteer’s school.

Glossary of terms
This explains terms used in primary school mathematics up to year 2 which may be unfamiliar to non-teachers. The document aims to give clarity around each term, so that that it will give the reader the understanding and confidence to explain the term to others. We have a project to add further terms used in Year 3.

We want these online resources to be as useful as possible, so please let us know your comments and suggestions at contact us.

Our volunteers can also obtain personal support from the schools they work in and from our network of Mentors.

Support through the school

Class teachers generally cannot be available to the volunteer during the school day. We therefore ask schools to put the teachers and volunteers in email contact, so that they can give feedback and ask questions or make requests.

We also have a senior contact in each school, often the Head of Maths. We ask that this senior contact is available to the volunteers. This may be to improve communication with the teachers, but it can also be to give advice such as how to help a child learn a specific skill or how to deal with a behavioural issue.

The school will have a maths scheme of work which details what the children will be learning each week. In some schools this follows a published programme such as White Rose. The school may also have a calculation policy, which shows the method it follows for teaching specific points within the curriculum, together with the vocabulary it uses. We ask schools to make these documents available to volunteers, so that they can understand the detail of how the children are being taught and can align their methods and vocabulary with the school’s.

Each child will have a maths workbook, and it may be useful for the volunteer to look at these periodically, to understand where the child is doing well and where he or she needs support.

We ask schools to allow volunteers to sit in on a maths lesson early in the year. This gives the volunteer a real insight into how children learn. A volunteer who feels that they could help the child better with a specific topic by seeing how it is taught in the classroom can also ask to sit in on an appropriate lesson.

 

Support through Mentors

Our Mentors are a key part of the support we provide to volunteers. Each of our In–school Volunteers is assigned to a Mentor, an experienced teacher who volunteers with us to provide their professional expertise. Their prime role is to help volunteers with issues such as communicating particular topics or handling behavioural or other problems.

At the start of the year, the Mentor should meet the volunteers in small groups to establish a relationship. The Mentor will also aim to host periodic video conferences to encourage volunteers to report their experiences and to give and receive advice.

We encourage our volunteers to contact their Mentor for ideas and support.

In addition to the Mentors giving personal advice, they have helped to put together our online documents and links above. Our training gives volunteers a structure built around our Core Curriculum to help them understand the detail of the skills which children should acquire and to find resources which will help the children learn in their one-to-one sessions.