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Lesley Goddard

Lesley Goddard

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titleOrder to add topic themes and topics to the SOL for the first curriculum cycle

Some topics won’t be added to the SOL until most of the first cycle of the curriculum has been taught. Remember that this assessment process will help embed learning more deeply, learning which is gradually being forgotten.

FDPR

  1. decimalFraction

  2. decimalXdiv

  3. fractionADDsub

  4. fractionINTRO

  5. fractionOF

  6. numberDIV10etc

  7. orderFDP

  8. ratio

Algebra

  1. algebraGraph

  2. inequality

  3. sequenceArithmetic

  4. sequenceOther

  5. simplifyPQ (product/quotient i.e. x or ÷)

  6. simplifySD (sum/difference i.e. + or -)

  7. solvingReady

  8. valueAlgebra

  9. writeAlgebra

Geometry/Measure

  1. 2D

  2. 3D

  3. area

  4. changeUnits

  5. coordinate

  6. enlarge

  7. reflect

  8. rotate

  9. scaleInterpret

  10. translateANDvector

  11. volume

Integer

  1. 10bond

  2. base10add

  3. base10skills

  4. beginXfacts

  5. correctTOnearest

  6. factor

  7. givenADDsign

  8. givenDIVsign

  9. givenSUBsign

  10. givenXsign

  11. multiple

  12. negative

  13. numberX10etc

  14. orderInteger

  15. place0value99

  16. place100value9999

  17. placeValue10000up

  18. prime

  19. sequenceMultiple

Probability/Statistics

  1. discreteGraph

  2. frequencyTable

  3. MMMRQgrouped

  4. MMMRQseparate

  5. probabilitySingle

  6. proportionalGraph

  7. stemLeaf

  8. Venn

...

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titleLesson 3: decimal Fraction (for some learners)

Before lesson:

  1. Some assignments will have been assessed in the lesson, assess any complete but un-assessed assignments, cross these out from the table from lesson 2.

  2. Begin Old Assignments list

    • Write lesson 1 date as a subheading: write below a list of any learners who were absent lesson 1 and 2 - put these assignments to one side and shade out the 2 appropriate squares in the L3 column of the table (they won’t need new assignments created).

  3. Assess any complete/partially complete assignments:

    • assess any assignments dated L1 - unless they are on the Old Assignments list - if there are any questions not completed because the learner ran out of time: assess with reset - third option - and write the number of missed out for lack of time questions in the correct row of the L1 8Q (lesson 1, 8 question assignment column),

    • assess Saturday/L2 25Q/L2 20Q assignments - if there are any questions not completed because the learner ran out of time: assess with reset - third option - and write the number of missed out for lack of time questions in the correct place in the table,

    • for learners who were absent in lesson 2: put aside the L2 8Q/L2 25Q/L2 20Q assignments, they will complete these next lesson - write in the Old Assignments list under the appropriate subheadings L2 8Q/L2 25Q/L2 20Q, the learner's name - put these assignments to one side and shade out the 2 appropriate squares in the L3 column of the table.

    • look through all the remaining L2 8Q assignments

      • for learners who didn’t have an L2 25Q/L2 20Q assess the assignment whether finished or not - if there are any questions not completed because the learner ran out of time: assess with reset - third option - and write the number of missed out for lack of time questions in the correct place in the table,

      • assess any other partially complete assignments, as above, but put aside the L2 8Q assignments (in the Sunday pile) of learners who did a L2 25Q/L2 20Q assignment this lesson - this is their spare assignment

    • look at the Sunday assignments:

      • if they have not been begun - write 10 beside the learners name in the Sunday column of the table,

      • assess them if they are complete - and cross out the learners name in the Sunday column of the table,

      • if they are mainly incomplete, write the number of questions still to do in the Sunday column of the table,

      • if they are almost complete, assess the last few questions with reset, and write this number beside the learners name in the Sunday column of the table and cross out the learners name.

  4. Now, for learners who have been present for both lessons, calculate their 2 lesson total number of questions (This assumes approximately 40 out of 60 minutes of the past two lessons was spent completing assignments, i.e. 80 minutes, at a rate of 1 question every 2 minutes).

    • Remember the number inside each column is the number of questions NOT completed

    • Adjust the learners P4P (Pace for Practice - found in the learners tab), using the table below:

  5. For learners who have been present for one lesson, if they have completed 14 or fewer or more than 24 questions, adjust their P4P (Pace for Practice).

2 lesson total

12Q

16Q

20Q

24Q

28Q

32Q

36Q

40Q

44Q

48Q

52Q

P4P

30%

40%

50%

60%

70%

80%

90%

100%

120%

130%

140%

1 lesson total

6Q

8Q

10Q

12Q

14Q

24Q

26Q

5. Prepare teaching of decimalFraction by taking a new snapshot of decimalFraction dashboard (see Plan Teaching).

  • Look on the decimalFraction dashboard for learners who will learn layer 1 or 2 from decimalFraction

    • if decimalFraction layer 1 is blue, then teach layer 2 - add by tapping the blue (2) and Teach button

    • if decimalFraction layer 1 is white, then teach layer 1 - add by tapping the blue (1) and Teach button

    • if decimalFraction layer 1 is grey - learners are not sufficiently assessed, the layers won’t be added (when pressing the Teach button) - these learners will continue with pre assess throughout most of the lesson

    • download Teach-Learn layer 1 and Teach-Learn layer 2 documents and print out the correct number of Practise-Learn worksheets for layers 1 and layer 2 (NB both of these should be printed double sided, there are 2 assignments per page and they have cut off answers): FYI the printing information is shown in the print hints row.

If there are any learners who won’t be learning decimalFraction layer 1 or 2

  • make a seat plan so they are are sitting further away from the whiteboard/flip chart

  • have their assignments ready to give out at the start of the lesson.

6. If the learner

  • is to learn decimalFraction and has a Sunday assignment left: shade out the L3 12Q square in the table (so will get 8Q assignment and then the Sunday’s assignment)

  • is to learn decimalFraction and has NO Sunday assignment left: shade out the L3 8Q square in the table (so will get 12Q assignment)

  • is not to learn decimalFraction but has a Sunday assignment left: shade out the L3 8Q square in the table (so will get 12Q assignment and then the Sunday’s assignment to do)

  • is not to learn decimalFraction and has NO Sunday assignment left: do no shading (so will get 8Q and 12Q assignments - start with the 12Q assignment).

7. Create the assignments

  • a 12Q assignment dated for L3 - for all the learners not shaded out in the L3 12Q column

  • an 8Q assignment dated for L3 - for all the learners not shaded out in the L3 8Q column

In the lesson

Show the snapshot of decimalFraction dashboard to the class - explain what it shows (if layer 1 is: white - learn layer 1, if blue - learn layer 2, if grey - do more pre assess). Explain that the app is continuing to build up information for other topics every time the teacher assesses the assignments and that the class is likely to learn this topic three times during the year, so learners who were absents for a pre assess lesson, or who need to do more pre assess will learn more on this topic next term if not before.

Give out assignments to those who won’t be learning layer 1 or 2 and mini-white boards and pens to those that will. Encourage learners with assignments to ignore the teaching, if they can.

Teach layer 1 and give out the practise-learn worksheet for layer 1 (to the appropriate learners) and continue to teach layer 2 to those who are to learn layer 2. Encourage imagining shading in a 100 square to help them if they get stuck - perhaps cut up some 2cm graph paper which they can use as an aid memoire?.

Ask learners to ask for the answers when they have finished their practise-learn worksheet, they should self-assess and then continue with their assignments as before. During the second part of the lesson, the teacher is likely to have time to assess some completed assignments, remember to cross them off from the table.

Before lesson

In the Planning and Preparation Session for lesson 3, tap to deselect any learners who were absent/late to the lesson and didn’t fractionOF

In the lesson

Show the snapshot of decimalXdiv dashboard to the class - explain what it shows

  • if layer 7 is: white - learn layer 7, if blue - learn layer 8 (or harder), if dark grey -do more pre assess).

Explain that the app is continuing to build up information for other topics every time the teacher assesses the assignments and that the class is likely to learn this topic a second time time this year, so learners who were absents for a pre assess lesson, or who need to do more pre assess will learn more on this topic.

Give out assignments to those who won’t be learning decimalXdiv and mini-white boards and pens to those that will. Encourage learners with assignments to ignore the teaching, if they can.

Teach layer 7 and give out the practise-learn worksheet for layer 7 (to the appropriate learners) and continue to teach layer 8 or higher to those who are to learn layer 8 or higher. Encourage writing out all steps e.g. 7 x 6 = 42; 0.7 x 6 = 4.2; 0.07 x 6 = 0.42 etc

Ask learners to ask for the answers when they have finished their worksheet, self-assess and then continue with their assignments as before. During the second part of the lesson, the teacher is likely to have time to assess some completed assignments, remember to cross them off from the table.

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titleLesson 4: decimalXdiv (to some learners)
ratio
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title

Learners are likely to be either ready to learn layer 1 or 2

, then tap Taught Edited.

  • If there were any learners absent for lesson 3 - write in the Old Assignments list under the appropriate subheadings L3 8Q/L3 12Q the learner's name - put these assignments to one side.

  • Assess all completed assignments and cross them off from the table or the Old Assignments list.

  • Assess all partially complete Sunday/L3 8Q/L3 12Q - for any questions not completed because the learner ran out of time: assess with reset - third option.

  • Edit the Old Assignments list

    • Look in the Saturday’s P&P (if the date still shows, there are some un assessed assignments) - tick the appropriate box in the Spare Assignments table + check the PDF copy still exists (if not: reset each question)

    • Look in the Sunday’s P&P (if the date still shows, there are some un assessed assignments) - tick the appropriate box in the Spare Assignments table + check the PDF copy still exists (if not: reset each question)

    • Look at the remaining P&P sessions, one by one - check that the learner’s names are written on the Old Assignment list (if not: add the name) and check that a PDF copy still exists (if not: either print the assignment again, use the last 4 digits of the title to verify its the correct one, it will be in downloads/files or reset each question and cross it off from the list).

  • Make up the Spare Assignments list - which will be used during the pre assess process, to try and ensure the learner doesn’t run out of questions.

  • If the learner doesn’t have a Spare Assignment, make up a nominal 10Q length assignment for next Saturday’s date.

  • Take snapshots of the decimalFraction and decimalXdiv dashboards.

  • Plan Teaching for the decimalXdiv topic as follows:

    • If layer 7 and layer 8 are light grey - the app thought that these layers might be too hard - so consider not teaching (but for many learners its OK to “give layer 7 a go”, so tap (7) and tap Teach)

    • If layer 7 is white - teach this layer - tap (7) and tap Teach

    • If layer 7 is blue - then look to layers 8, 9, 10 etc. - the layer to teach is the first white layer - tap (the appropriate layer number) and tap Teach

    • If layer 7 is dark grey and layer 8 is white - the app is still being assessing layer 7 (the learner probably already knows layer 7) so teach layer 8 but NB tapping (8 ) and Teach won’t work as the app hasn’t finished assessing, so this layer won’t be added into the next assignment’s retrieval practice section. After assessing this lesson’s assignment, the teacher may be able to add this layer in Plan teaching the next lesson. Teaching without follow on retrieval practice is more likely to be forgotten, but there is no harm in “having a go”.

  • Download the necessary Teach-Learn questions and Practise-Learn worksheets find them in learning resources (book mark this page).

  • In Create t.p. uncheck learners whose name is on the Old Assignments list, change the nominal number of questions to 18 questions and tap Create.

    • Name

    Saturday’s date

    Sunday’s date

    Next Saturday’s date

    Learner 1

    Learner 2

    Learner 3

    etc

    Expand
    titleLesson 5: reviewing and filing

    Before the lesson:

    Look at the last page of each weekday assignment, and decide:

    • did the learner complete their assignment? → assess it

    • did the learner leave out the last few questions (because the learner seemed to run out of time)? → assess these last few “run out of time” questions using reset and make a note to decrease the learner’s Pace for Practice by 10 to 20%

    • was the learner absent? → if this was the first day of absence write their name under last lesson’s date on the Old Assignments list - if this was a continuation of absence, check their name is already on the list under the correct date on the Old Assignments list

    Did any learners do some work on their (weekend dated) Spare Assignment?

    • Look at the last page or two - did the learner complete or almost complete this assignment? - if so assess (using reset where appropriate) - shade out the appropriate square in the Spare Assignments list - make a note of who needs a new spare assignment.

    • Create a new nominal 8Q Spare Assignment (ideally for the next weekend date).

    In the lesson

    Start with a timely practice assignment, as learners enter welcome them, indicate their assignment and say that a timer will go off before the end of the lesson for a different activity.

    Filler activity

    When the timer goes off, ask learners to hand in their assignments, they may be able to continue in a little while, but first they will look at the work they’ve completed to date (your going to get the learners to put their assessed assignments in their folder, and you don’t want their current assignment to get lost amongst the others!). Depending on the type of folder you have, you may want to hole punch the assignments in advance with the kind of hole-punch which has a bar, to help centre the holes).

    • Ask learners to give out old assessed assignments to their peers.

    • Give out the learners folders.

    • Ask learners to look at their assessed assignments - and be pleased with questions they got correct (tell them this will help them remember better)

    Engage the class in questions about pre assess e.g. hands up if you had (or point on a page to)

    • a question in the retrieval practice section? (discuss what this means, next lesson they might get feedback if they need it)

    • a question with algebra (letters or shapes that stand for numbers)?

    • a question with a decimal point?

    • a question with a graph?

    • a question with a fraction?

    • a similar question to a question you had last lesson?

    • a question with a shape?

    • a question with a ruler?

    Ask if learners are finding their questions

    • “more goldilocks” (not too easy, not too hard) or “less goldilocks” than the first lesson?

    Take in the folders.

    Then give out the assignments learners to see how many of the remaining questions in their assignment they can finish before the end of the lesson (if there is time).

    Expand
    titlelesson 6: teaching a topic if possible

    This lesson can be tricky: ideally the teacher will continue to teach some new learning, but sometimes, especially if poor attendance is an issue, allocating lesson 6 to completing assignments and doing no new teaching will make

    • planning easier for the teacher,

    • sure most learners get the benefits from retrieval practice as soon as possible.

    The best topic to teach this lesson is the topic with the highest proportion of blue/white/very light grey showing and the lowest proportion of darker grey/swirling blue circle showing.

    FDPR topics likely to be ready to teach to the class are:

    • ratio

    • orderFDP

    • fractionINTRO

    • fractionADDsub

    Also why not look at these algebra topics which might be ready (because most learners may not know much/anything, so pre assess can be very quick)

    • simplifyPQ

    • algebraGraph

    • inequality

    If the teacher is going to

    • allocate most of the lesson to pre assess create a nominal 20Q assignment,

    • teach (almost) the whole class from a topic, then create a nominal 15Q assignment (any learner who isn’t ready to learn from the topic can be made an extra 5Q assignment).

    Before the lesson

    • assess completed assignments,

    • keep the Old Assignments and Spare Assignments list up to date

    • for most lessons you will use Edit Taught (but not after lesson 5),

    • create the new assignments needed (now that Pace for Practice is being used, you may only need a nominal 6Q or 8Q rather than a 10Q spare assignment),

    • download and print assignments,

    • download Teach-Learn questions,

    • download, print (and if necessary cut up) Practise-Learn worksheets

    During the lesson

    It is helpful to split the lesson into a sandwich: start with timely practice, do the teaching, continue with timely practice.

    If the topic you will teach has a large spread of attainment, you may like to make the lesson into a club sandwich: timely practice, teach some learners, timely practice, teach other learners, timely practice/practise-learn worksheets.

    If attendance was so poor that no topic is ready to teach, you may decide to teach a topic to just the lowest attaining learners (who will be fully pre assessed), and you may decide to have a filler activity for the other learners e.g. a “spot the difference”, a number puzzle, a complete some gaps in the times table grid, a very easy word search etc.

    Expand
    titleratio

    Learners are likely to be either ready to learn layer 1 or 2. Teach these simultaneously, but emphasise that some learners won’t get an example as the first part of the question.

    Expand
    titlefractionINTRO

    Layer 3 is the most critical layer - do learners know how to write a fraction, from a diagram? Learners who don’t know how to do this, should probably be taught in a small group (but there is no reason, why they can’t “watch” the teaching of layer 4 or higher layers). Some learners can answer questions on harder layers, but not layer 3 (because they confuse the standard fraction notation, with e.g. a “bookies way of describing fractions e.g. writing 2/3 instead of 2/5”), learning layer 3 is, in these cases, even more important.

    Expand
    titlefractionADDsub

    Many learners can answer layer 3 questions, without knowing why, but this can be addressed through think aloud or asking probing questions when teaching other layers.

    In the very unlikely event that a learner has mastered layers 1 to 7 (this is unlikely for learners below the 15th percentile) there is a problem because simplestForm has not been pre assessed, its easiest to not teach this topic to this/these learner(s).

    Expand
    titleorderFDP

    Focus on correctly repeating “we say nought point four three, which is forty three hundredths” when a learner says “nought point forty three”, but otherwise don’t be worried about place value for this topic, it will be dealt with in decimalFraction and numberDIV10etc

    Expand
    titlenumberDIV10etc

    With timely practice this is “just as hard to teach a spread of attainment” as with traditional maths teaching, but with timely practice the learning will stick, so each cycle of the curriculum this will get easier. The teacher might like to teach

    • learners who are learning layers 1 and 2 separately from their peers,

    • the layers where the question is given a place value grid to all learners, (that’s layers 3 and 5) then ask the learners of layers 3 and 5 to begin their worksheet

    • and then move on to only teach the group of learners for whom their layer is questions without a place value grid.

    . Teach these simultaneously, but emphasise that some learners won’t get an example as the first part of the question.

    Expand
    titlefractionINTRO

    Layer 3 is the most critical layer - do learners know how to write a fraction, from a diagram? Learners who don’t know how to do this, should probably be taught in a small group (but there is no reason, why they can’t “watch” the teaching of layer 4 or higher layers). Some learners can answer questions on harder layers, but not layer 3 (because they confuse the standard fraction notation, with e.g. a “bookies way of describing fractions e.g. writing 2/3 instead of 2/5”), learning layer 3 is, in these cases, even more important.

    Expand
    titlefractionADDsub

    Many learners can answer layer 3 questions, without knowing why, but this can be addressed through think aloud or asking probing questions when teaching other layers.

    In the very unlikely event that a learner has mastered layers 1 to 7 (this is unlikely for learners below the 15th percentile) there is a problem because simplestForm has not been pre assessed, its easiest to not teach this topic to this/these learner(s).

    Expand
    titlenumberDIV10etc

    With timely practice this is “just as hard to teach a spread of attainment” as with traditional maths teaching, but with timely practice the learning will stick, so in each cycle of the curriculum this will get easier. The teacher might like to teach fractionOF which is halfOF in one lesson and fractionOF layers 10, 11 and 16 in a different lesson. There are likely to be some learners who have several “firm learning foundations, so it might be sensible to avoid teaching 10, 11 and 16 for the first curriculum spiralget easier. The teacher might like to teach

    • learners who are learning layers 1 and 2 separately from their peers,

    • the layers where the question is given a place value grid to all learners, (that’s layers 3 and 5) then ask the learners of layers 3 and 5 to begin their worksheet

    • and then move on to only teach the group of learners for whom their layer is questions without a place value grid.

    Info

    Some topics from FDPR have been excluded for the first curriculum spiral. This is done to make teaching and learning easier - guidance is given about when to introduce these is given below, under the heading “Second Curriculum Spiral”

    ...