The SWAY resource outlines
2 COVID-19 Recovery
4 Thematic review - What is working well
5 South Ayrshire
6 Examples of other schools demonstrating emerging practice
7 Research and links
8 Reflective questions and self-evaluation wheel
There is emerging evidence of positive impact reported when:
- Pedagogy ensures children gain a depth of understanding rather than relying on procedures and algorithms.
- Manipulatives are used to support understanding.
- The concrete, pictorial abstract model is promoted.
- Mathematical reasoning is developed through use a variety of approaches, for example bar modelling or non-routine tasks.
- Discussion of strategies is encouraged through talking about number calculations.
The biggest impacts observed are when a school or secondary department work together to review their teaching and learning, plan collaboratively, reflect and review changes.
- Where are the strengths in our curriculum, learning and teaching and attainment in numeracy and mathematics?
- How clearly do we know our priorities for improvement and how convincing are our plans and strategies?
- Where do numeracy and mathematics feature in our improvement planning?
- How well do we use the four curriculum contexts, real-world topics and wider contexts and contributions to add value and credibility to our programmes in numeracy and mathematics?
- Among our professional learning targets, do we need to do anything to improve our capacity for generating and analysing attainment data?
- What response do I see from children and young people when we are working on numeracy and mathematics?
- What impact do my approaches and pedagogy have on them, in terms of outcomes progression and achievements?
- Do I have a clear understanding of current thinking on high-quality learning and teaching in numeracy and mathematics, relevant to the children and young people I work with?
- Do my opportunities for professional learning give me confidence that my practices are effective and improving?