A short starter activity is used at the beginning of each lesson to rehearse learning from a previous topic to help facilitate retention and enable children to practice their learning. This is done as a rotation so that throughout the week the children have proven their own understanding of a target, worked with the teacher and played a series of games.
Sywell uses a bespoke structure of challenges as part of its ethos of pupil self-regulation and meta-cognition. Pupils select the level of challenge appropriate for them (with guidance if necessary from the class teacher) and progress through, encountering increasing levels of challenge. (* there may be occasions where all pupils are asked to begin at the same level of challenge, directed by the class teacher – the rationale for this will differ depending upon the cohort or topic being explored – Teachers will articulate the reason for this decision with the class when it does arise.) Pupils articulate their learning in terms of ‘Challenge, Super Challege or Ocean Deep. Pupils may self-move through the levels up or down according to their confidence.
Every level includes a blend of fluency and reasoning/problem solving; as pupils move through the levels, there is an increasing focus on reasoning. Teachers use resources within their lessons as a means of pupils being able to explore and experience the mathematics and will use a range of models and images to support learning pictorially.
Children are taught to use ‘3B4 Me’ as a means of promoting independence; when ‘Stuck’ they first use their own resources, before asking a learning partner for support and finally may ask the teacher to support. Teachers live mark during Maths sessions to provide instant feedback on learning; pupils may also self- and/or peer mark work so that feedback is more immediate.