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This sectionMaths Framework
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Mathematics at KS3
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current sectionInclusion
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Mathematics Framework

Inclusion and differentiation

Try to ensure that, as far as possible, pupils work together through the planned programme for their class so that all of them are included in each unit of work, participate fully in lessons and benefit from the discussion and interaction with their teacher and their peers.

Many secondary schools organise pupils into ability sets for mathematics, since planning tends to be easier if the attainment gap in a class is not too wide. The success of setting depends on close teamwork, cooperative planning and careful monitoring by mathematics staff to make sure that pupils can move from set to set as their progress demands and that expectations for all pupils are suitably high; lower expectations are not justified simply because pupils are in a 'lower set'. Teachers of higher sets may well base their pupils' work on a programme for an older age group: for example, after the first few weeks of the autumn term, a Year 7 class in a selective school, or a top set in a comprehensive school, is likely to follow a programme based largely on the Year 8 objectives. Teachers of lower sets may need to work mainly from objectives in the teaching programmes for a younger age group, while keeping in mind the objectives for the appropriate year.

Even where pupils are organised in ability sets for mathematics, there can still be a range of attainment in a class. There are several ways of meeting the needs of mixed ability classes or of ability sets with a spread of attainment. The first step is to establish a classroom climate where all pupils feel that they can contribute, and which secures their motivation and concentration. The next step is to adopt teaching and organisational strategies to keep all pupils involved and suitably challenged, while giving them maximum opportunity to interact with their teacher. This includes providing appropriate support, aids or interventions to give particular pupils access to the planned programme and to keep any who might fall behind in step with the rest of their class.