An independent impact and process evaluation of a flipped learning approach (MathsFlip) implemented by primary school teachers in Year 5 maths lessons

INTERVENTION: The intervention involves Shireland Collegiate Academy working with primary schools in the local area of Birmingham and the Black Country. The approach will involve innovative teaching and learning strategies in mathematics for Year 5 (?Maths Flip?). Flipped Learning involves teacher and pupil access to a virtual learning environment (VLE) and the use of laptops to carry out work both at home and at school. The intervention will be delivered during the Summer term of 2013‐14 and the Autumn term of 2014‐15. Control: ?delayed treatment? ? when control pupils enter Year 6, Year 5 teachers will commence delivery of MathsFlip with Year 5 pupils. CONDITION: Education, numeracy, mathematics, attainment ; Not Applicable PRIMARY OUTCOME: Achievement in mathematics as measured by Key Stage 2 SATs exams taken by pupils in the spring term of Year 6. This outcome will be measured at baseline using Key Stage 1 SATs scores and the GL Assessment Progress in Maths 10 test. SECONDARY OUTCOME: 1. Achievement in KS2 English and overall KS2 scores as measured by SATs exams taken by pupils in the spring term of Year 6. ; 2. School attendance over the course of the intervention + part of Year 6. INCLUSION CRITERIA: 1. Primary schools in Birmingham and the Black Country willing to work with Shireland Collegiate Academy to implement the MathsFlip approach and willing to undertake all related research procedures 2. Year 5 pupils (during the 2013/2014 academic year) in participating schools