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Using the learning pit as a context during lessons.

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Pupils will learn how to create their own questions to support their own learning and will use DYW skills to carry out a group challenge.

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Explore open-ended tasks through different contexts across the curriculum.

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Embed a variety of relevant vocabulary across learning and teaching.

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continue understand the individual needs of the children through building the relationships 

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continue understand the individual needs of the children through building the relationships 

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Dual coding for accessibility

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Keep using concrete, pictorial and abstract to support and challenge learners.

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Pupils will be introduced to task maps and how to apply life skills to support independence in learning.

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Working on increasing the effectiveness of questioning

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Ensuring tasks are rich and far reaching

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Using interests as a hook

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Reading skills document - lots of different examples of showing knowledge/understanding of reading skills and examples or support to do so.

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Ensure the lessons are accessible for all.

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- attendance impacting learning and how to differentiate for regular absences
- The learning pit and developing with H&WB
- always developing questioning
- Learning journey is clear
- Challenging children who don't want to challenge themselves

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Follow the children’s interests.

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Use rich tasks across the curriculum.

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During agency learning sessions, differentiated tasks available. Some children guided to support, others have freedom of choice to challenge.

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Using graphic organisers as a way to share the learning for peer assessment

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Using graphic organisers as a way to share the learning for peer assessment

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For children saying it’s too hard - if you were getting everything right I wouldn’t be doing my job.

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Using visuals as well as auditory when explaining tasks / within tasks.

Using open ended, rich, high ceiling/ low threshold tasks (which we do a lot during numeracy and maths) where children can apply various strategies and learn in a way that suits them.

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Vary text and resources- to support each learner indiviudally

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Vary text and resources- to support each learner indiviudally

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ensuring that concrete materials are available for individuals who require this support tool. 

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ensuring that concrete materials are available for individuals who require this support tool. 

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Creating problem-based, open-ended challenges to differentiate via content.

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Within primary 6 and primary 7, there are children still needing to work with concrete materials and others that are pushing third level maths. To support and challenge across the stages we would like to offer differentiated drop in sessions. This would allow kids that are thriving to go to a group that would challenge them and for others to practice skills using numbers that support their learning with kids with similar gaps in learning. Once a pupil feels confident in their strategy, they’d be free to move onto another group to challenge their learning .

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- use of task map and a skills progression to allow differentiated application of skills. I.e. independence, organisation etc

- set up groupings across stages to allow children of similar skill levels to have adult support to fill in the gaps in thier learning.  This would allow children to confidently work on what they need to without other pupils repeating learning they already have.

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Introduce this through task maps.

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I'd love to extend what we did in numeracy last year and implement the 'low threshold, high ceiling' rich thinking tasks.