Having read that back, it sounds like I don't agree @golemmcgolemface.bsky.social when I was attempting to agree and add to the point. 🤦‍♂️

I find that neurodiverse and neurodivergent are used interchangeably which can confuse matters enormously.

I wonder if there are more/better questions we could ask about number sense and what age teachers believe the skills should be grasped.

secured).
Unless one moves schools/areas regularly, we're all potentially in a catchment silo in terms of our understanding of overall readiness.

Which, in turn, dictates by when a particular piece of knowledge would need to be secure.
I wonder how many teachers feel the current curriculum allows for the majority to be ready for that and to what extent knowledge is being taught before readiness (i.e. when other dependent aspects are

I wonder if most would use the existing structure/tests to formulate their thoughts.
The NC is laid out in such a way that it builds on prior learning. Of course, this means that gaps in essential number sense (subitising; bonds to 10; bridging 10 etc) impede understanding further down the line.

I thought this was particularly hard going on yr2s! My daughter is in yr 3 and she can only work it out by doing 3x8 and then doubling. I agree with the other commenter who said that the number saying they never need to know it might mean “so long as they can work it out” rather than from memory.

Y2 is not when though and we do need to acknowledge that for some, they may not hold them all in their heads but they still can be good at maths. It's not mutually exclusive.

Unbelievably hard on Y2s! And what a great skill knowing some facts and using them to solve other problems is - being able to apply our learning quickly to other related problems is exactly what we should want.
I can, of course, see that knowing them all is helpful.

I'm also wondering how 2% got to "they don't need to be able to do this".

Is it interpreting the question as saying that *every* child should be able to do it?

Or do they actually not see a need for the majority of students to be able to do this?

Or perhaps that they don't need to 'know' them if they can get there quickly? I'm not suggesting that this is better but that it works and that there are plenty of people who have achieved good results by getting there quickly.

Lots of graffiti etc in Southville + yarn shop & nice cafes

Park street has art shops selling yarn, history, the last bookshop (also book Haus by Wapping Wharf is good & there's also craft beer there).
There's a new skate park opening in the old Debenhams - not sure when. The old M&S in town is a second chance collective place which may tick some boxes too

Sugar trail - bristolshoppingquarter.co.uk/wp-content/u...

You're right so it doesn't matter how old you are. You might get grass stains too so 2 strikes against!

Or the sugar trail (will look for the link if you're interested) & pottering around Clifton & going over the suspension bridge is good. View from there or the downs over the city & gorge is worth it. And if you're there, go on the rock slider near the observatory.

Depends what you like? Lots of independent eateries at Wapping Wharf; Harbourside walk (goes past mShed museum) is lovely on a sunny day; if you have any history fans with you, you could do the slavery trail (www.discoveringbritain.org/activities/s...);