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Curriculum
- Learning input and tasks are adapted to ensure that they are meaningful for children. The progress is clear through the curriculum and children are taught at the level they are at.
- Verbal feedback and follow-up are given clearly to move the children on.
- Emphasis is removed from non-learning extraneous tasks (such as writing the date and learning objective before engaging with core learning task).
- Where the appropriate, emphasis is on consolidating key learning knowledge and skills in maths rather than accelerating wider progress through the maths curriculum.
- Children are offered readers and scribes during assessments to ensure children can show their understanding and skills.
- Alternatives to recording other than writing are valued and used so that children’s understanding, thoughts, ideas, and knowledge can be shared and assessed.
- Flexible grouping is used, for example a combination of mixed maths ability groups and same ability groups.
- Children are given appropriate challenges.
- Children are taught about metacognition (i.e., their own understanding about their thinking and thought processes), for example, by talking through their reasoning for a particular answer.
Glossary
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