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See our take on Improving Mathematics in KS 2 and KS3: EEF's guidance where we show what that timely practice is a good fit timely practice is to make following this guidance easy to embed in to help schools follow guidance on whole school planning and day to day lesson planning.
• securing effective professional development;
We at At timely practice, we have created a suite of training using timely practice - which we hope to launch to bring to whole school INSET training in timely practice using timely practice, - its designed so that teachers can experience the power of the timely practice way. See our Explaining and Training course within this customer knowledge base for videos on embedding learning and finer detail training.
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provide pupils with feedback through which they can address their own areas for improvement ; or and
decide which pupils may need additional, targeted academic support.
so that some learners are given a “whole class - back stop - timely practice, retrieval practice” assignments and others are given personalised Learners who are to given targeted academic support get personalised timely practice retrieval practice assignments and those that are doing well enough are given “whole class, retrieval practice” assignments.
In KS3 and KS4 classes are often set by attainment, some so entire classes can use timely practice and so therefore
get personalised retrieval practice and feedback through timely practice assignments,
and every lesson, flexible groupings can be made to teach each topic on each learners' firm learning foundations.
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With timely practice, the preferred model is the teacher gives the intervention within the classroom, with the support of learning assistants. Of course the school can provide a tutor with the assessment for learning data, perhaps which could be gathered in the classroom - which maths classroom. Gathering assessment for learning data from the whole class has the additional benefit of embedding every learners existing learning more deeply - and then plan the programme, that becomes clear from the dataas well as enabling the school to plan
which learners should take part and
what teaching the intervention should target.
Our progress data, because it is only small scale, is not reliable but we show impressive progress.
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In our limited trials shows at KS4 the timely practice class reported some learners (brazenly) reported to their teacher that they had “come “only come into school today” for their maths lessontoday” because they had “maths today”.
• improving behaviour and re-establishing routines and relationships.
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