School wide Consistency A collaborative plan for the week for everyone in the syndicate to follow based on the 5 Practices Model Frontloading warm up activities - knowledge Open problem, rich problem, extension and parallel problems Anticipated responses Targeted learning Independent activities
Monday - Frontloading for the rich problem Tuesday - Rich problem carefully selected Wednesday - Extension problem Thursday - Parallel problem Friday - Reflection Group/Syndicate evaluation to identify the next steps for learning to drive the next planning session
Teachers meet each week to plan the following week’s maths links, language, problems, warm up activities, monitoring actions, connections.
Teachers record what they notice as they roam the groups to inform the next week’s planning and student achievement. | Every room will have:
A plan Warm up related to the problem Set groups of 2-3 children of mixed ability An open or rich problem Teacher roaming around the groups monitoring and noticing Feedback session with the whole class using Talk Moves Independent activities related to the problem Target group of children, who have been noticed as needing extra support during the problem solving Problem Solving approach to numeracy Reflection
Use Maths Talk Moves throughout lesson
Strands are paired with Number through Problem Solving
| Children will be able to use a range of strategies and talk about what they did and why
Children will be able to talk about their learning so others understand
Measured against the Learning Progressions Framework here. Collected Mid and End of Year.
A moderation problem once a term - number. Use IRIS to record these sessions for reflections.
Analysis of teacher observations (using IRIS reflections) and data will inform
JAM testing for year 1-3 is available if required, i.e, for children causing concern.
Rich tasks/ARBs can be used as diagnostic and summative testing
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