1 Introducing High Value Targets

2 Curricular Targets should be:  Prioritised within planning and teaching  Known by all involved adults  Shared and understood by pupils  Promoted and supported within the learning environment

3 Why ‘High Value’ ?  Building Blocks for calculation  Facts Underpin learning  Provide facility to use and apply in almost all areas of mathematics  Impact on all other areas of maths  Non-negotiable (for life)  Key skills needed for children to become mathematicians  Easy to inject spark – High output for smaller input!  If we value their impact, We will give them the time, energy and status that they need!

4 Using the Classroom Environment  Targets are clearly displayed, child friendly, and age appropriate  Target displays include steps to success  Strategies….derive  Knowledge…understand  Application …apply  Target displays contain learning prompts  Target displays are interactive and develop throughout the period of the target  Target displays include problem solving to allow the application of targets

5 Developing Speed with Recall of Facts from a secure base  Introduce a strategy giving time for practice  Ensure children are given models to support their understanding  Begin to encourage children to speed up their responses and use more efficient strategies  Encourage children to recognise that they are building an increasing bank of known facts  Encourage children to compete against themselves, rather than other children, although competition highly motivates some children.

6 Application application!!!  Targets should be introduced in a real life context  Children should be encouraged to make up real life stories for their targets e.g. doubling, 1 more, 1 less, x10 etc.  Discussion should take place around the use of targets – are children aware?  Plan for and highlight occasions when targets cross over into any other work in or out of maths lessons

7 Remember! Curricular Targets should be:  Prioritised within planning and teaching  Known by all involved adults  Shared and understood by pupils *success!*  Promoted and supported within the learning environment  Given time every day