Course description
Greater depth: what is the difference between ‘greater depth’ and ‘high ability’? Who and when?
When we use the term greater depth, we are talking about a child who is working at greater depth than the expected standard. How can we assess this? How can we plan for this in each lesson?
What evidence is required? What is a ‘non-routine’ problem?
In attending these sessions, you will gain a clear understanding of what the term greater depth really means in a mastery classroom, the role of a mathematical mindset in greater depth, how assessment for learning supports children to access greater depth and how asking key questions can enable a child to work at greater depth when another is working at the expected standard on the same task.
What opportunities can we provide to all children to encourage them to think deeply about mathematics? What evidence is needed and what does this look like for each year group?
Teachers from both KS1 and KS2 will find these session useful.
They are especially appropriate for mathematics subject leaders to review their approaches to the teaching and learning of mathematics.
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