Support
SUPPORT
There is a change of ethos within the establishment away from rapid acceleration through material to a deep conceptual understanding of mathematics. This includes a belief that all pupils are capable of understanding and doing mathematics, given sufficient time. Pupils are neither ‘born with the maths gene’ nor ‘just no good at maths’.
With good teaching, appropriate resources, effort and a ‘can do’ attitude all children can achieve in and enjoy mathematics. All pupils are encouraged to develop a growth mindset. The class work together on the same key point, whilst at the same time challenging and supporting pupils to gain depth of understanding and proficiency. Acceleration to higher content is avoided. High expectations for all.
Planning for Questions
NCETM guidance on planning different types of questions to support and challenge learners.
Questions That Can Extend
Guidance from the Medway Numeracy team on strategies for questioning.
Charlie Stripp Blog – Differentiation
One of the ‘Charlie’s Angels’ blogs on topical issues by Charlie Stripp, Director of NCETM.
TA Guidance Report
An EEF guidance report on the effective use of TAs.