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Providing challenge in maths for all is really important - building thinking classrooms in maths lessons is key

Love the link of SEND and automatic doors - have thought for a long time that teaching for SEND is good teaching for all.

Are problem solving tasks the conceptual fabric to maths? When maths is woven into the story of a problem to solve does it become more memorable and stick? If the problem is quite hard, does the desire for the solution drive pupils to be motivated to learn what is required to solve the question?

I think out book club theme of 'Building thinking classrooms in the maths classroom' will be great to follow up on some of these themes.

A focus on maths vocab and etymology would be good.

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Being immersed by so many high quality texts

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Being immersed by so many high quality texts

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That aren’t just narrative! Rich, engaging and a broad range of texts.

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Thinking about the texts we use to introduce our special days in history, geography and science. We know how engaged our children are in stories from the minute they start school. Are we using stories? If we are, are they quality texts?

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Linking books to subjects is a great idea!

Would like to do this as a whole staff

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It is important to base learning around good books. I would like to explore further the plans linked to books on Mary's website. It was also helpful to think through the practicalities - for example, using a visualiser so that all children can see the text.

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Initial thoughts: How can we better share the books that we use in lessons? Would a PSHE, trust-wide, reading spine be beneficial?

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Inspired to do a whole school maths session based on "The Rabbit Problem" by Emily Gravett

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Great to consider the ways that texts, pictures and resources can be used as stimuli in Science.

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Using real resources and stories. Creating that awe and curiosity in children to make their learning deep and meaningful.

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Learning languages is a great leveller and many children can access it regardless of their ‘ability’. Many EAL children find they excel in MFL and see it as their super power. Learning languages through texts definitely provides a challenge and is ‘effortful’. Children are often very surprised at how much they have understood and find the etymology of words fascinating.

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Expanding the use vocabulary within the curriculum to support the key understanding of techniques, skills and focused knowledge of the arts.

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Looking at the skills progression maps and assessing if this is inclusive for all children whilst thinking of the automatic doors analogy.

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How can we use stories or experience to create the broader picture?

Are we providing high challenge for ALL learners, regardless of starting points?

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Chris jukes says the writing chapter is very good

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How does this look for English

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Has anyone used anything good ?

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How can we implement this in our schools? How does it work?