Here is a method I use regularly in my maths lessons to ensure that I am meeting the needs of all pupils whilst allowing them access to the same learning.

A way this can easily be done within maths lessons is by using parameters. The original task is open-ended, it can be completed quite procedurally without providing challenge for higher attaining pupils so this is where we can start adding parameters. You could also begin to add parameters that are impossible and allow the pupils to investigate and reason as to why that is the case. 

We can also use parameters to make the task more accessible so it is another level of scaffold and allows them to engage with the task. They can also be used to guide a pupil’s thinking and allow them to think in a particular way e.g. systematically. 

I am thrilled to announce the #PrimaryEssentials conference will be held on Saturday 8th May! We have the amazing

@Teacherglitter

@_MissieBee

and

@MissNewton91

speaking!

Live and recording only tickets available

I have created an entire term’s worth of artwork of the week class assemblies. There is a mixture of artworks throughout history with a little bit of art history and some reflective questions to get pupils talking and experiencing art. They could easily be used across primary and secondary.

Continuous provision is essentially all of the resources in the environment that have been provided by practitioners to extend the learning of the children in their care. Children are able to access these resources independently and safely, and use them to explore. They are chosen carefully and mindfully by the practitioner so that even in the absence of an adult the children are able to build upon learning.

Planning backwards and sequencing should be paramount. Teachers should have a firm knowledge in knowing how things fit together. These need to be the fundamental building blocks. Planning a one off, individual lesson in detail with no idea how it fits into wider learning won't help the children. It might be a great lesson but with no understanding of how children learn and how learning will be embedded it's all for nothing.