Teaching and Learning Update

Maths at SKiPPS

Over the past few weeks, we have shared information about how the Science of Learning has informed changes to teaching and learning at SKiPPS. We have explored concepts like cognitive load theory, explicit instruction, and structured approaches to reading. 

This week, we are focusing on how these principles are applied in our Maths teaching.

A strong maths curriculum is designed to ensure students build both foundational knowledge and problem-solving skills. 

At SKiPPS, our approach to teaching Maths is aligned with best-practice research, ensuring that all students receive clear, structured, and effective instruction that supports deep understanding and mastery over time.

Daily Review – Strengthening Long-Term Retention

Each Maths lesson at SKiPPS begins with a Daily Review, a strategy designed to strengthen students’ memory and recall of previously learned concepts. This approach helps reinforce key knowledge and ensures that learning is not forgotten over time. Daily Review allows students to retrieve information from their long-term memory and bring it back into their working memory, which strengthens connections and increases retention. This process also allows teachers to check for understanding and address any misconceptions.

OCHRE Education Units – A Research-Based Approach

Our Maths curriculum is built around OCHRE Education Units, which are designed using explicit teaching practices informed by research. These units provide structured and sequenced lessons that gradually move students from novice to expert learners, ensuring they develop confidence and fluency in their mathematical thinking.

Explicit Teaching in Mathematics

Each lesson follows a gradual release model, where students progress through three key stages:

1. I Do – The teacher explicitly models and demonstrates the new concept or skill. This stage provides clear explanations, worked examples, and direct instruction to introduce new knowledge effectively.
2. We Do – The teacher and students work together to apply the new concept. This phase involves guided practice, questioning, and checks for understanding to ensure students are processing the material correctly.
3. You Do – Students work independently to practice and apply their learning. This phase helps consolidate understanding and allows students to develop fluency in the new skill.

Throughout this process, teachers continuously check for understanding, ensuring that misconceptions are addressed promptly and that all students have the support they need to succeed.

From Novice to Expert – Building Mathematical Thinking

Once students have developed fluency and confidence in new mathematical concepts, they engage in rich tasks that require them to apply their learning in problem-solving and reasoning activities. These tasks encourage deeper thinking, creativity, and connections between different areas of mathematics, helping students move beyond procedural fluency to develop true mathematical expertise.

By structuring our Mathematics lessons with Daily Review, explicit teaching, and tasks, we are ensuring that every student at SKiPPS develops strong, lasting mathematical understanding.

We look forward to sharing more about our approaches to teaching and learning. As always, if you have any questions about Maths at SKiPPS, please feel free to reach out!

Angela Golden

Leading Teacher and Maths Leader