To ensure that children are secure in their understanding of concepts, they will work through progressive stages of learning where they will apply the key concept when solving a variety of problem solving and reasoning tasks. At St Peter’s we have developed are own staged learning tasks. These start with children learning basic concept and children work through ‘stages’ of carefully planned tasks which aim to develop a greater depth of understanding and provide challenge.
- Whole-class ‘ping-pong’ style teaching
During our maths lesson, the whole class benefits teaching small coherent steps in learning. During this time, the children have lots of opportunity to ‘do maths’ independently and in small groups/ partners. The teacher will ‘let the kite out and draw it back in’ regularly to review learning before moving on to the next stage.
Before the children’s independent learning tasks, the children are asked ‘hinge questions’ (or diagnostic questions) as an important check-point in the lesson. This allows the teaching staff to quickly assess the children’s understanding and progress, and therefore, create ‘support groups’ with teaching staff so that children gain immediate intervention.
In line with NCETM’s recommendations, the children at St. Peter’s benefit from immediate same-day intervention through the targeted use of AFL such as the ‘Hinge Question’, targeted questioning and tasks to inform focus groups. This provides children, who have misconceptions or are struggling with a concept, time to work closely with the teacher and essentially ‘catch-up’ before the end of a lesson or series of lessons.
- Same content for all learners
In line with National Curriculum’s expectation that the ‘majority of pupils will move through the programmes of study at broadly the same pace’, all pupils at St. Peter’s will access the same content in each lesson, unless they are working significantly below age-related expectations.
Teaching staff work hard to ensure progression throughout each lesson so that every child has the opportunity to apply and deepen their conceptual understanding. For rapid graspers, a ‘Dong Nao Jin’ (Use Your Head) challenge is available in order to further extend and stretch their understanding.