Inclusive Teaching in Mathematics - Revision history

Bjoern at 18:29, 6 February 2015

2015-02-06T18:29:52Z

Bjoern at 18:00, 6 February 2015

2015-02-06T18:00:36Z

Bjoern at 17:42, 6 February 2015

2015-02-06T17:42:39Z

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SimonKnight at 10:34, 30 August 2012

2012-08-30T10:34:32Z

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SimonKnight at 10:19, 30 August 2012

2012-08-30T10:19:04Z

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SimonKnight: Created page with "Category:Reading {{OGL}} This resource is adapted from the 2008 National Strategies: Secondary 'Framework for secondary maths'. The resource is available in [[file:Inclu..."

2012-08-30T08:46:00Z

Created page with "Category:Reading {{OGL}} This resource is adapted from the 2008 National Strategies: Secondary 'Framework for secondary maths'. The resource is available in [[file:Inclu..."

New page

[[Category:Reading]]
{{OGL}}

This resource is adapted from the 2008 National Strategies: Secondary 'Framework for secondary maths'. The resource is available in [[file:Inclusive Teaching in maths.pdf|pdf]] format, and editable ([[file:Inclusive Teaching in maths.doc|doc]]) format. It can also be downloaded from the National Archives [[http://webarchive.nationalarchives.gov.uk/20110809101133/http://nsonline.org.uk/node/47189|here]].

<hr>

← Older revision		Revision as of 18:29, 6 February 2015
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	You will notice that all entries in this section recommend keeping expectations high. Where expectations are high and teaching reflects this, most pupils, whatever their starting point, can aim for two levels of progress during Key Stage 3. For example		You will notice that all entries in this section recommend keeping expectations high. Where expectations are high and teaching reflects this, most pupils, whatever their starting point, can aim for two levels of progress during Key Stage 3. For example
	* design lessons so that all pupils are included in ways that enhance their progress (see below)		* design lessons so that all pupils are included in ways that enhance their progress (see below)
	*aim to keep an accurate picture of ~~pupilsâ~~ progress towards their targets (see ~~âAssessment~~ and target-~~settingâ~~)		*aim to keep an accurate picture of pupils’ progress towards their targets (see ‘Assessment and target-setting’)
	*when underperformance is identified, make a swift and strategic response (see Intervention in mathematics).		*when underperformance is identified, make a swift and strategic response (see Intervention in mathematics).

	A fair ~~ârule~~ of ~~thumbâ~~ is to		A fair ‘rule of thumb’ is to
	* know the pupils well		* know the pupils well
	* What can they already do mathematically?		* What can they already do mathematically?
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	Adapt your questioning so that EAL learners feel included and are encouraged to contribute orally when they are ready to do so.		Adapt your questioning so that EAL learners feel included and are encouraged to contribute orally when they are ready to do so.

	Acquisition of academic language will usually take considerably longer to develop than social language. Try not to compromise on the cognitive challenge in the mathematics and use bilingual approaches strategically<nowiki>;</nowiki> for example, ~~pupilsâ~~ understanding can be supported by exposing and discussing common misconceptions using the first language.		Acquisition of academic language will usually take considerably longer to develop than social language. Try not to compromise on the cognitive challenge in the mathematics and use bilingual approaches strategically<nowiki>;</nowiki> for example, pupils’ understanding can be supported by exposing and discussing common misconceptions using the first language.

	You will need to think carefully about how to build on the knowledge EAL pupils bring to a sequence of lessons. Encourage other pupils and teaching assistants to provide a listening focus by using additional props and prompts as they explain and discuss during lessons. Try to model this in your whole class work by using images and models, making appropriate use of ICT where possible. Offer further support by providing note-taking frameworks and pre-teach specific vocabulary.		You will need to think carefully about how to build on the knowledge EAL pupils bring to a sequence of lessons. Encourage other pupils and teaching assistants to provide a listening focus by using additional props and prompts as they explain and discuss during lessons. Try to model this in your whole class work by using images and models, making appropriate use of ICT where possible. Offer further support by providing note-taking frameworks and pre-teach specific vocabulary.
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	When pupils arrive in school, their prior knowledge of mathematics must be assessed across a range of strands of mathematics and a range of levels. Assessments can use either English or a language with which the pupil is familiar. It is helpful if someone from the mathematics		When pupils arrive in school, their prior knowledge of mathematics must be assessed across a range of strands of mathematics and a range of levels. Assessments can use either English or a language with which the pupil is familiar. It is helpful if someone from the mathematics

	department is involved in the assessment. Bear in mind that some pupils will find questions set in context more difficult to interpret, so provide a range of question types. Assessment activities should be as practical as possible and be modelled for the pupil. The ease and confidence with which they approach or carry out the task from the cues given will be crucial elements affecting the judgment you reach. This is not a ~~âtestâ~~<nowiki>;</nowiki> it is Assessment for learning and should result in both teacher and pupil having a sense of what needs to happen next to support learning.		department is involved in the assessment. Bear in mind that some pupils will find questions set in context more difficult to interpret, so provide a range of question types. Assessment activities should be as practical as possible and be modelled for the pupil. The ease and confidence with which they approach or carry out the task from the cues given will be crucial elements affecting the judgment you reach. This is not a ‘test’<nowiki>;</nowiki> it is Assessment for learning and should result in both teacher and pupil having a sense of what needs to happen next to support learning.

	A culturally diverse cohort provides an opportunity for mathematics teaching and learning. The National Curriculum emphasises the importance of the history of mathematics and the mathematics of different cultures. Much of algebra and trigonometry owe their origins to Arab mathematicians. ~~Pascalâs~~ triangle appears in Chinese mathematics some 300 years before Pascal was born. There are many games and puzzles from Africa, China and India which can be used to explore mathematical reasoning. Pupils will also bring a range of cultural perspectives and experiences to the classroom, which can be reflected in the curriculum and used to further the pupils' understanding of the importance of the issues of diversity. This also enables ~~pupilsâ~~ cultures to be valued.		A culturally diverse cohort provides an opportunity for mathematics teaching and learning. The National Curriculum emphasises the importance of the history of mathematics and the mathematics of different cultures. Much of algebra and trigonometry owe their origins to Arab mathematicians. Pascal’s triangle appears in Chinese mathematics some 300 years before Pascal was born. There are many games and puzzles from Africa, China and India which can be used to explore mathematical reasoning. Pupils will also bring a range of cultural perspectives and experiences to the classroom, which can be reflected in the curriculum and used to further the pupils' understanding of the importance of the issues of diversity. This also enables pupils’ cultures to be valued.

	''~~âThe~~ nature and severity of the cognition and learning needs of pupils learning English as an additional language are easily underestimated or overestimated. The identification and assessment of the special educational needs of children whose first language is not English requires particular care. It is necessary to consider the child within the context of their home, culture and community.~~â~~''		''‘The nature and severity of the cognition and learning needs of pupils learning English as an additional language are easily underestimated or overestimated. The identification and assessment of the special educational needs of children whose first language is not English requires particular care. It is necessary to consider the child within the context of their home, culture and community.’''
	SEN Code of Practice 2001 5.15		SEN Code of Practice 2001 5.15

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	Some of these pupils will also have learning difficulties linked to social deprivation and some pupils with special educational needs will also have disabilities. The learning difficulties encountered are often, but not always, associated with literacy and numeracy development and are sometimes aggravated by missed or interrupted schooling, perhaps due to long-term medical conditions.		Some of these pupils will also have learning difficulties linked to social deprivation and some pupils with special educational needs will also have disabilities. The learning difficulties encountered are often, but not always, associated with literacy and numeracy development and are sometimes aggravated by missed or interrupted schooling, perhaps due to long-term medical conditions.

	In many cases, ~~pupilsâ~~ needs will be met through appropriate intervention (see ~~âIntervention~~ in ~~mathematicsâ~~), including the differentiation of tasks and materials. Rich tasks can be particularly useful in enabling access at different points for different pupils. You can ensure that pupils with SEN/LDD make good progress by		In many cases, pupils’ needs will be met through appropriate intervention (see ‘Intervention in mathematics’), including the differentiation of tasks and materials. Rich tasks can be particularly useful in enabling access at different points for different pupils. You can ensure that pupils with SEN/LDD make good progress by
	* entitling all pupils to equal access to a full learning entitlement, whatever their starting point		* entitling all pupils to equal access to a full learning entitlement, whatever their starting point
	* ensuring that there is high quality, differentiated assessment of individual need		* ensuring that there is high quality, differentiated assessment of individual need
	* managing and liaising with additional adults		* managing and liaising with additional adults
	*planning lessons effectively to ensure appropriate progress, and differentiation using the ~~âWaves modelâ~~ for intervention and making use of the National Strategy progression maps to identify suitable curricular targets at class, group or individual levels (see ~~âIntervention~~ in ~~mathematicsâ~~)		*planning lessons effectively to ensure appropriate progress, and differentiation using the ‘Waves model’ for intervention and making use of the National Strategy progression maps to identify suitable curricular targets at class, group or individual levels (see ‘Intervention in mathematics’)
	* ensuring that unit and lesson plans include a suitable range of objectives		* ensuring that unit and lesson plans include a suitable range of objectives
	* using a variety of teaching and learning styles		* using a variety of teaching and learning styles
	*using data effective assessment to check ~~pupilâs~~ understanding against learning objectives, in class and over timeto track ~~pupilsâ~~ progress against curricular targets (see ~~âAssessment~~ and target ~~settingâ~~)		*using data effective assessment to check pupil’s understanding against learning objectives, in class and over timeto track pupils’ progress against curricular targets (see ‘Assessment and target setting’)
	*using a mix of whole class, small group, paired and individual work to allow the support and development of ~~individualsâ~~ needs		*using a mix of whole class, small group, paired and individual work to allow the support and development of individuals’ needs
	*presenting information in a variety of forms ~~â~~ diagrams, models, verbal explanations and written explanations ~~â~~ to ensure accessibility		*presenting information in a variety of forms – diagrams, models, verbal explanations and written explanations – to ensure accessibility
	*providing structure for longer tasks<nowiki>;</nowiki> for example, through the use of speaking or recording frames.		*providing structure for longer tasks<nowiki>;</nowiki> for example, through the use of speaking or recording frames.

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	==Pupils with disabilities==		==Pupils with disabilities==

	All schools are required to make ~~âreasonable adjustmentsâ~~ to enable pupils with physical difficulties to access the statutory curriculum. Support for most pupils with physical or sensory disabilities will generally take place in mainstream lessons as they work on the same mathematics programme as their peer group. Modifications to materials, equipment and furniture can help to meet the ~~pupilsâ~~ particular needs so that they can work alongside their peers. For example, some pupils may need to use ICT to assist them in reading or recording their work. Pupils with hearing or visual impairments may need to be appropriately positioned in a class or helped to take part in an activity through signing or support by another adult.		All schools are required to make ‘reasonable adjustments’ to enable pupils with physical difficulties to access the statutory curriculum. Support for most pupils with physical or sensory disabilities will generally take place in mainstream lessons as they work on the same mathematics programme as their peer group. Modifications to materials, equipment and furniture can help to meet the pupils’ particular needs so that they can work alongside their peers. For example, some pupils may need to use ICT to assist them in reading or recording their work. Pupils with hearing or visual impairments may need to be appropriately positioned in a class or helped to take part in an activity through signing or support by another adult.

	Other adaptations which may be necessary include preparation for oral and mental work and the pace at which it is conducted, the use of signing, Braille and symbols, and the provision of materials that can be physically manipulated, including specific ICT aids and adapted measuring equipment.		Other adaptations which may be necessary include preparation for oral and mental work and the pace at which it is conducted, the use of signing, Braille and symbols, and the provision of materials that can be physically manipulated, including specific ICT aids and adapted measuring equipment.

← Older revision		Revision as of 18:00, 6 February 2015
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	{{ORBITreading}}~~[[Category:Reading]]~~		<noinclude>{{ORBITreading}}</noinclude>
	{{OGL}}		{{OGL}}

Line 23:		Line 23:
	You will notice that all entries in this section recommend keeping expectations high. Where expectations are high and teaching reflects this, most pupils, whatever their starting point, can aim for two levels of progress during Key Stage 3. For example		You will notice that all entries in this section recommend keeping expectations high. Where expectations are high and teaching reflects this, most pupils, whatever their starting point, can aim for two levels of progress during Key Stage 3. For example
	* design lessons so that all pupils are included in ways that enhance their progress (see below)		* design lessons so that all pupils are included in ways that enhance their progress (see below)
	*aim to keep an accurate picture of ~~pupils’~~ progress towards their targets (see ~~‘Assessment~~ and target-~~setting’~~)		*aim to keep an accurate picture of pupilsâ progress towards their targets (see âAssessment and target-settingâ)
	*when underperformance is identified, make a swift and strategic response (see Intervention in mathematics).		*when underperformance is identified, make a swift and strategic response (see Intervention in mathematics).

	A fair ~~‘rule~~ of ~~thumb’~~ is to		A fair ârule of thumbâ is to
	* know the pupils well		* know the pupils well
	* What can they already do mathematically?		* What can they already do mathematically?
Line 60:		Line 60:
	Adapt your questioning so that EAL learners feel included and are encouraged to contribute orally when they are ready to do so.		Adapt your questioning so that EAL learners feel included and are encouraged to contribute orally when they are ready to do so.

	Acquisition of academic language will usually take considerably longer to develop than social language. Try not to compromise on the cognitive challenge in the mathematics and use bilingual approaches strategically<nowiki>;</nowiki> for example, ~~pupils’~~ understanding can be supported by exposing and discussing common misconceptions using the first language.		Acquisition of academic language will usually take considerably longer to develop than social language. Try not to compromise on the cognitive challenge in the mathematics and use bilingual approaches strategically<nowiki>;</nowiki> for example, pupilsâ understanding can be supported by exposing and discussing common misconceptions using the first language.

	You will need to think carefully about how to build on the knowledge EAL pupils bring to a sequence of lessons. Encourage other pupils and teaching assistants to provide a listening focus by using additional props and prompts as they explain and discuss during lessons. Try to model this in your whole class work by using images and models, making appropriate use of ICT where possible. Offer further support by providing note-taking frameworks and pre-teach specific vocabulary.		You will need to think carefully about how to build on the knowledge EAL pupils bring to a sequence of lessons. Encourage other pupils and teaching assistants to provide a listening focus by using additional props and prompts as they explain and discuss during lessons. Try to model this in your whole class work by using images and models, making appropriate use of ICT where possible. Offer further support by providing note-taking frameworks and pre-teach specific vocabulary.
Line 66:		Line 66:
	When pupils arrive in school, their prior knowledge of mathematics must be assessed across a range of strands of mathematics and a range of levels. Assessments can use either English or a language with which the pupil is familiar. It is helpful if someone from the mathematics		When pupils arrive in school, their prior knowledge of mathematics must be assessed across a range of strands of mathematics and a range of levels. Assessments can use either English or a language with which the pupil is familiar. It is helpful if someone from the mathematics

	department is involved in the assessment. Bear in mind that some pupils will find questions set in context more difficult to interpret, so provide a range of question types. Assessment activities should be as practical as possible and be modelled for the pupil. The ease and confidence with which they approach or carry out the task from the cues given will be crucial elements affecting the judgment you reach. This is not a ~~‘test’~~<nowiki>;</nowiki> it is Assessment for learning and should result in both teacher and pupil having a sense of what needs to happen next to support learning.		department is involved in the assessment. Bear in mind that some pupils will find questions set in context more difficult to interpret, so provide a range of question types. Assessment activities should be as practical as possible and be modelled for the pupil. The ease and confidence with which they approach or carry out the task from the cues given will be crucial elements affecting the judgment you reach. This is not a âtestâ<nowiki>;</nowiki> it is Assessment for learning and should result in both teacher and pupil having a sense of what needs to happen next to support learning.

	A culturally diverse cohort provides an opportunity for mathematics teaching and learning. The National Curriculum emphasises the importance of the history of mathematics and the mathematics of different cultures. Much of algebra and trigonometry owe their origins to Arab mathematicians. ~~Pascal’s~~ triangle appears in Chinese mathematics some 300 years before Pascal was born. There are many games and puzzles from Africa, China and India which can be used to explore mathematical reasoning. Pupils will also bring a range of cultural perspectives and experiences to the classroom, which can be reflected in the curriculum and used to further the pupils' understanding of the importance of the issues of diversity. This also enables ~~pupils’~~ cultures to be valued.		A culturally diverse cohort provides an opportunity for mathematics teaching and learning. The National Curriculum emphasises the importance of the history of mathematics and the mathematics of different cultures. Much of algebra and trigonometry owe their origins to Arab mathematicians. Pascalâs triangle appears in Chinese mathematics some 300 years before Pascal was born. There are many games and puzzles from Africa, China and India which can be used to explore mathematical reasoning. Pupils will also bring a range of cultural perspectives and experiences to the classroom, which can be reflected in the curriculum and used to further the pupils' understanding of the importance of the issues of diversity. This also enables pupilsâ cultures to be valued.

	''~~‘The~~ nature and severity of the cognition and learning needs of pupils learning English as an additional language are easily underestimated or overestimated. The identification and assessment of the special educational needs of children whose first language is not English requires particular care. It is necessary to consider the child within the context of their home, culture and community.’''		''âThe nature and severity of the cognition and learning needs of pupils learning English as an additional language are easily underestimated or overestimated. The identification and assessment of the special educational needs of children whose first language is not English requires particular care. It is necessary to consider the child within the context of their home, culture and community.â''
	SEN Code of Practice 2001 5.15		SEN Code of Practice 2001 5.15

Line 80:		Line 80:
	Some of these pupils will also have learning difficulties linked to social deprivation and some pupils with special educational needs will also have disabilities. The learning difficulties encountered are often, but not always, associated with literacy and numeracy development and are sometimes aggravated by missed or interrupted schooling, perhaps due to long-term medical conditions.		Some of these pupils will also have learning difficulties linked to social deprivation and some pupils with special educational needs will also have disabilities. The learning difficulties encountered are often, but not always, associated with literacy and numeracy development and are sometimes aggravated by missed or interrupted schooling, perhaps due to long-term medical conditions.

	In many cases, ~~pupils’~~ needs will be met through appropriate intervention (see ~~‘Intervention~~ in ~~mathematics’~~), including the differentiation of tasks and materials. Rich tasks can be particularly useful in enabling access at different points for different pupils. You can ensure that pupils with SEN/LDD make good progress by		In many cases, pupilsâ needs will be met through appropriate intervention (see âIntervention in mathematicsâ), including the differentiation of tasks and materials. Rich tasks can be particularly useful in enabling access at different points for different pupils. You can ensure that pupils with SEN/LDD make good progress by
	* entitling all pupils to equal access to a full learning entitlement, whatever their starting point		* entitling all pupils to equal access to a full learning entitlement, whatever their starting point
	* ensuring that there is high quality, differentiated assessment of individual need		* ensuring that there is high quality, differentiated assessment of individual need
	* managing and liaising with additional adults		* managing and liaising with additional adults
	*planning lessons effectively to ensure appropriate progress, and differentiation using the ~~‘Waves model’~~ for intervention and making use of the National Strategy progression maps to identify suitable curricular targets at class, group or individual levels (see ~~‘Intervention~~ in ~~mathematics’~~)		*planning lessons effectively to ensure appropriate progress, and differentiation using the âWaves modelâ for intervention and making use of the National Strategy progression maps to identify suitable curricular targets at class, group or individual levels (see âIntervention in mathematicsâ)
	* ensuring that unit and lesson plans include a suitable range of objectives		* ensuring that unit and lesson plans include a suitable range of objectives
	* using a variety of teaching and learning styles		* using a variety of teaching and learning styles
	*using data effective assessment to check ~~pupil’s~~ understanding against learning objectives, in class and over timeto track ~~pupils’~~ progress against curricular targets (see ~~‘Assessment~~ and target ~~setting’~~)		*using data effective assessment to check pupilâs understanding against learning objectives, in class and over timeto track pupilsâ progress against curricular targets (see âAssessment and target settingâ)
	*using a mix of whole class, small group, paired and individual work to allow the support and development of ~~individuals’~~ needs		*using a mix of whole class, small group, paired and individual work to allow the support and development of individualsâ needs
	*presenting information in a variety of forms – diagrams, models, verbal explanations and written explanations – to ensure accessibility		*presenting information in a variety of forms â diagrams, models, verbal explanations and written explanations â to ensure accessibility
	*providing structure for longer tasks<nowiki>;</nowiki> for example, through the use of speaking or recording frames.		*providing structure for longer tasks<nowiki>;</nowiki> for example, through the use of speaking or recording frames.

Line 105:		Line 105:
	==Pupils with disabilities==		==Pupils with disabilities==

	All schools are required to make ~~‘reasonable adjustments’~~ to enable pupils with physical difficulties to access the statutory curriculum. Support for most pupils with physical or sensory disabilities will generally take place in mainstream lessons as they work on the same mathematics programme as their peer group. Modifications to materials, equipment and furniture can help to meet the ~~pupils’~~ particular needs so that they can work alongside their peers. For example, some pupils may need to use ICT to assist them in reading or recording their work. Pupils with hearing or visual impairments may need to be appropriately positioned in a class or helped to take part in an activity through signing or support by another adult.		All schools are required to make âreasonable adjustmentsâ to enable pupils with physical difficulties to access the statutory curriculum. Support for most pupils with physical or sensory disabilities will generally take place in mainstream lessons as they work on the same mathematics programme as their peer group. Modifications to materials, equipment and furniture can help to meet the pupilsâ particular needs so that they can work alongside their peers. For example, some pupils may need to use ICT to assist them in reading or recording their work. Pupils with hearing or visual impairments may need to be appropriately positioned in a class or helped to take part in an activity through signing or support by another adult.

	Other adaptations which may be necessary include preparation for oral and mental work and the pace at which it is conducted, the use of signing, Braille and symbols, and the provision of materials that can be physically manipulated, including specific ICT aids and adapted measuring equipment.		Other adaptations which may be necessary include preparation for oral and mental work and the pace at which it is conducted, the use of signing, Braille and symbols, and the provision of materials that can be physically manipulated, including specific ICT aids and adapted measuring equipment.