Pupils who are gifted in mathematics benefit from enrichment and extension activities that include key skills, in particular:

communication
communicating ideas, issues or information, taking into account their audience. For example, when setting out their solutions to mathematical problems and explaining their reasoning, pupils present information and explanations in a form that suits the purpose (words, appropriate notation, graphs, charts and diagrams). When presenting their work to the class, pupils speak clearly, present their explanations in a way that suits the audience, and listen and respond appropriately to what others say

working with others
working with a partner or in a group; taking a lead in planning what needs to be done; helping others confirm their understanding of objectives, responsibilities or working arrangements; carrying out tasks and reviewing progress. For example, when working with a partner or in a small group on a mathematical problem or enquiry, pupils collectively formulate the questions; decide what data or information to collect; select and organise the appropriate mathematics to use; agree the appropriate degree of precision; process and represent the information; and answer the initial questions, justifying how they arrived at their conclusions

improving own learning and performance
using the plan-do-review cycle to review their performance in mathematics and to set their own targets and confirm their understanding of how to meet these; making and following plans; reviewing achievements and progress. For example, when working fractions, decimals and percentages, pupils reflect on what type of calculations they are able to do and which techniques they now have available.

Managing provision in the general guidance

Matching teaching to pupils' needs in the general guidance

Transfer and transition in the general guidance

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