Christall Adams, Harris Primary Academy, Chafford Hundred, London Thames Maths Hub

We plan to show a misconception for each concept in every single lesson. We design our lessons around that misconception. I always say to my children: ‘If you know what’s right, you should know what’s wrong; and if you know what’s wrong you should know what’s right.’ All our 18 class teachers (three-form entry school) know that the misconception step must be included in every lesson. We also have a linked part in our lesson structure called the Understanding Check, which might be a Spot the Error type question, a True or False question or a worked example where something has gone wrong, and the children have to analyse what part of it has gone wrong and why did it go wrong; we always ask, why, why, why.