Specific Learning Difficulties - Dyscalculia

Teaching Strategies

• Talk partners / study buddy

• Read text to them

• Handouts instead of copying tasks

• Repeat instructions

• Chunked tasks

• Processing time

• Memory aids: working walls, learning mats, regularly repeating key information

• Effective modelling through I do, we do, you do approach to ensure that children feel ready to work independently and apply key skills

• Recap new learning frequently

• Use of ICT if appropriate

• Mark for content not presentation

• Avoid marking every spelling or mathematical error

• Alternatives to writing - mindmaps etc.

• Scaffolding

• Visual aids for sequencing

• Extra time

• Strategies to aid organisation

• Provide pupil with study pack

• Record home learning for them

• Write key steps for the lesson on the board.

• Give clear instructions for homework – preferably not at the end of the lesson!

• Clear learning outcomes / success criteria

• Pre-teaching new/subject specific vocabulary

• Scaffolding - word banks, sentence starters and writing frames.

• The learning environment supports independence e.g. display key words for a topic to support difficult spellings

• Ensure fonts on whiteboard are clear and of a reasonable size. We will not use a “white” background and will endeavour to use the correct colour backgrounds where indicated by individual pupils preference.

• Clear steps within lesson to scaffold and support

• Check for understanding via a range of open and closed questioning

• Consistent use of positive language

• Time given for processing

• Additional time to complete tasks if necessary (25% extra time)

• Consistent use of terms

• Repetition and reinforcement of skills

• Teach sequencing as a skill e.g. sequencing stories, sentences, alphabet etc.

• Staff set personalised learning targets for individual needs

• High quality ‘on the spot feedback’ and corrective teaching to ensure that all children make progress