Embedded Files
Six-part lesson structure
Six-part lesson structure
Maths lessons follow a consistent structure across school that inherently builds and develops challenge for all children:
Do Now
This is a short task which all pupils can access without any teacher input as an introduction to the mathematics lesson.
New Learning
The New Learning segment introduces the main mathematical concepts for the day’s lesson, including the star words or key vocabulary.
Talk Task
The Talk Task segment of the lesson practices the new learning by talking about maths using the key vocabulary and appropriate representations.
Develop Learning
The Develop Learning segment builds on the new learning and develops a deeper understanding of the maths concepts of that lesson. This is also an opportunity for teachers to explore any misconceptions highlighted from the talk task.
Independent Task
The Independent task practices learning independently through solving problems. This is through partner work, group work or independent tasks. The aim is to be independent of the teacher if appropriate.
Plenary
The Plenary segment recaps on the lesson, checking understanding and celebrating success.
Stretch and challenge
Stretch and challenge
Challenge is introduced at every stage of the six-part lesson. LSAs and class teachers are skilled at putting these in place throughout the independent and group tasks that children complete. In the later stages of the lesson, ‘stretch-it’ tasks are made available to all children. These tasks are intended to open up the mathematical concepts that children encounter in lessons and encourage them to think deeply about the maths they have learned.
Additional support
Additional support
Children with additional needs are supported in a variety of ways in their maths lessons:
Quality first teaching: class teachers take responsibility and retain accountability for the initial instruction and input during maths lessons
LSAs are then used to support this instruction when children work independently
Smaller group work: many teachers utilise ‘carpet time’ during maths lessons to pin down the instruction of certain concepts. These episodes are based on the needs of the children at the time and will change from lesson to lesson
Manipulatives are available and used in every year group throughout school. Teachers and LSAs are proficient in using them to demonstrate mathematical ideas
Teachers make appropriate adaptions to their questioning and resources to cater to the needs of all children; some children may have scaffolds to enable them to achieve success and make progress
Out of class booster groups are utilised by every year group to target children who require further support in maths. The foci of these groups are tailored to the attendees by the class teacher.
Teachers use their professional judgement to plan and implement adaptations for children in their class who need them. These come in various forms, sometimes including adapted talk tasks, scaffolded book work or varying levels of LSA support.
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