Clear enough to teach confidently, detailed enough to protect the mathematics
Teaching assistants often deliver important intervention with limited preparation time. LTD provides a defined sequence, short modelled videos and practical guidance so the adult understands the concept, not just the activity.
A teaching assistant delivering a purposeful maths session using clear lesson guidance and an appropriate visual representation.
- Dimensions:
- 16:9 landscape, 2400px wide minimum
- Upload as:
- ltd-uk-ta-intervention-hero-01.webp
Production note: Confirm written school and parent or carer permission before uploading identifiable pupil media.
Confirm written school and parent or carer permission before uploading identifiable pupil media.
Upload guidance: replace this placeholder with the final media. Keep the same aspect ratio and recommended filename so the page layout does not shift.
Know the purpose of the session
Every session should begin with a clear mathematical focus. The adult needs to know what pupils are expected to notice, which representation is being used and what evidence would show progress.
This helps prevent intervention from becoming task completion without diagnosis or follow-up.
Watch the modelled lesson
Short videos show the structure, resources and teaching points. They can be watched during preparation and revisited when a representation or explanation is unfamiliar.
Use detailed guidance without reading a script
The lesson plan gives the sequence and useful prompts, but the adult still listens and responds to pupils. The aim is confident, interactive teaching rather than reading instructions aloud.
Show the modelled video, lesson guidance, printable resources and progress review materials.
- Dimensions:
- 16:9 landscape, 2000px wide minimum
- Upload as:
- ltd-uk-ta-intervention-guidance-01.webp
Upload guidance: replace this placeholder with the final media. Keep the same aspect ratio and recommended filename so the page layout does not shift.
Ask questions that reveal thinking
Can you show me how you know?
What does this part represent?
What changed?
What stayed the same?
Can you make it another way?
Which strategy did you use?
Does your answer make sense?
How is this connected with the work you do in class?
Record only useful information
A brief note about the strategy, misconception or next step is more valuable than a long narrative for every session. The school should agree how information will be shared with the class teacher and intervention lead.
Training and support
Schools should include teaching assistants in relevant maths professional development, especially where they deliver intervention regularly. LTD can provide platform guidance, topic training and modelled sessions depending on the school package.
The class teacher remains connected
Intervention is a shared responsibility. The class teacher should know why the pupil is attending, what is being taught and how the learning can be reinforced in class.
Ready to bring Learning Through Doing into your classroom?
Start your free trial today or book a school tour with our UK team.