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title	Why teaching integer at the start of year is not a good use of lesson time

most low prior attainment learners have ingrained “I can’t do this” beliefs about learning integer skills - so the very learners we want to prepare for learning other topics, by teaching integer skills, are the learners who are least likely to learn - if we teach these skills first because:
integer is the most shaming topic theme not to be able to learn - so most learners will prefer not to compare what integer skills they have with their peers - this is easier if pre assess of integer is staggered,
once learners have begin to trust that maths teaching is very likely to become embedded maths learning, then teaching integer skills is most likely to be effective.the

The lowest attainers will finish pre assess first (perhaps within 3 weeks) because the less learners, know the quicker the pre assess process is. These learners they can learn a second topic each lesson, whilst the other learners are doing longer assignments, meaning the teacher will be able to give more teaching time to “fix misconceptions”. Once the whole class is learning integer through timely practice for the first time, the lowest attaining learners may already on their second spiral of learning integer skills.

Topic Theme: FDPR

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title	Lesson 1: just review

Before lesson: The teacher will make the best use of their time in the first two lessons, by doing assessment during this lesson, since no new teaching is taking place. Hence create 3 assignments per learner, ready for the first lesson (and we have no idea of the learners pace of learning).

Add learners (recommend ordered by First Name) add the First and Family Names but used consider using an anonymised Known as Name e.g. randomly give the letter A to Z (we want to share the process, but not personal data)+ give best estimate of Level for Learner
Add the SOL for the first curriculum cycle see the “expand” below.
Create all of the class a 8Q (today’s date) then a 10Q (Saturday’s date) and then a 10Q assignment (Sunday’s date) - because we have no idea how fast learners can answer pre assess questions, and so want to assess at least the first few questions at the end of the lesson - or even better in the lesson.
Gather some extra time filler worksheets - just in case any learners - despite our best efforts, finish all 3 assignments.
Prepare your pep talk re difference between tests/exams versus assessment with timely practice

Tests and exams

Assessment with timely practice

Data collected

Score e.g. 12/20
Teacher can do some time consuming data analysis to find out e.g. who already knows each a particular skill

Which skills you

have learned and remembered
are best learned later

What the data can be used for

Score - to compare you with your peers
Teacher data analysis - what to teach the class soon

What to

, providing the teacher has time to look through past papers.

To decide what

to skills to assess next e.g. harder/easier skills
to teach each learner next but first a at “goldilocks' difficulty
skills to double check that you really did learn and remember the skills assessed last lessonhave already learned and remembered and/or that you have remembered the skills you learned last lesson which will
- make the skills easier to remember
- means the teacher can help you learn to remember or be more accurate or read the questions better
- means the teacher might, by helping you, sometimes find out which other skill you need to learn first.

All in all the data will be used to make sure that learning is as efficient as possible.

In the lesson

You the teacher will need your their android device, so that they can assess some assignments - instead of twiddling thumbs while the learners complete their assignments.

Pep talk - see above and

What to do when you can’t answer a question - → Learner may try or may cross it out or write a ? in the answer space.
What to do when learner has finished their assignment -> → Learner hand up and ask for next assignment. Teacher will collect completed assignments, give the learner another to do (and do some assessment the teacher may assess some assignments in the lesson).
Why not copy? → Learners will have different questions (so they can’t copy) + learner will make it harder for themselves to learn in future lessons + there is no point, because there is no score.

Give out the 8Q assignment (today’s date) and sort the Saturday and Sunday assessments by first name (to make it easier to find them). Keep a list of all the Saturday assignments you give out. TOP TIP keep 3 piles of assignments today’s/Saturday/Sunday (with the assessed assignments reversed at the back of each pile).

Once learners ask for a second assignment, the teacher can begin to assess these assignments the first assignment (on the android device, remember tap with your non-writing hand and tick/bell with your writing hand).

FYI keep the completed assignments in a pile for use in lesson 5

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title	Order 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

decimalFraction
decimalXdiv
fractionADDsub
fractionINTRO
fractionOF
numberDIV10etc
orderFDP
ratio

Algebra

algebraGraph
inequality
sequenceArithmetic
sequenceOther
simplifyPQ (product/quotient i.e. x or ÷)
simplifySD (sum/difference i.e. + or -)
solvingReady

Geometry/Measure

2D
3D
area
changeUnits
coordinate
enlarge
reflect
rotate
scaleInterpret
translateANDvector
volume

Integer

10bond
base10add
base10skills
correctTOnearest
factor
givenADDsign
givenDIVsign
givenSUBsign
givenXsign
multiple
negative
numberX10etc
orderInteger
place100value9999
prime
sequenceMultiple

Probability/Statistics

discreteGraph
frequencyTable
MMMRQseparate
probabilitySingle
proportionalGraph
stemLeaf
Venn

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title	Lesson 2: just review

Before lesson: Time spent getting the learners pace for practice (P4P)approximately correct is worthwhile and making sure learners complete a recently created assignment every lesson, will make planning easier and teaching more efficient.

Create a spreadsheet (see below) and if the assignments not already in 3 piles by date (first lesson/Saturday/Sunday) sort them like this.
Write the names of any absent learners in the correct row of the L1 8Q (lesson 1, 8 question assignment column).
Assess all remaining L1 8Q assignments - if any learners
- hopefully almost all learners who were present completed their L1 8Q assignment
- but if any learners (were really slow working/late) and did have time to complete this assignment: assess all missed questions with reset symbol (3rd assessment choice) 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) FYI this is because the app will be able to use this data, to move on to pre assess more on the first few topics they will teach.
Check that there is a paper assignment for each of the L1 8Q remaining assignments shown in the P&P session and no others - keep these in one pile.
Cross out the names of all the assessed assignments from Saturday and Sunday in the table.
Look at each un-assessed Saturday assignment
- If the assignment is complete, : assess it and cross out the learners name in the Saturday column of the table.
- If there are only 1/2/3 (missed out for lack of time) questions left in the assignment, assess these with reset (if they are missed out because the learner couldn’t do them, then assess with bell) + in the correct row of the Saturday 10Q column: cross out the learner’s name and + write in the number of missed out for lack of time questions in the correct row of the Saturday 10Q column, + assess the rest of the questions. Write these learners names in the L2 8Q column (they will do the new 8Q assignment and the Sunday assignment next lesson).
- If the are 4 or more questions still to do, do NOT assess but write their name in the L2 8Q column (they will do the new 8Q assignment first and then complete this Saturday assignment, and have the Sunday assignment as back up, if needed).
Look at the Sunday assignments: are there any that learners have
1. finished? - assess the assignment and write the learners name in the L2 25Q column and the L2 8Q column (they will do the 25Q assignment first),, the 8Q assignment is spare in case they finish the 25Q assignment early);
2. less than half finished? - write their name in the L2 20Q column (they will do the 20Q assignment first and then finish the Sunday assignment),
3. more than half finished? - write their name in the L2 25Q column (they will do the 25Q assignment first and then finish the Sunday assignment).
Create the new assignments - first the 25Q assignment, then the 20Q assignment and finally the 8Q assignment. NB whenever possible learners will start with the assignment dated for next lesson (except learners absent last lesson, : they will have o no assignment dated for L2, they but will do the L1 8Q assignment, and then the Saturday and then the Sunday assignments if they finish early).
Gather some extra time filler worksheets - just in case any learners finish early - see lesson 1 - or use your own.
Screen shot the topic dashboard for decimalFraction, decimalXdiv and fractionINTRO and prepare to display these on the whiteboard. FYI if you can, screenshot the dashboard so the learners “known as” name is hidden.

Name	Saturday 10Q	Sunday 10Q
Learner 1	Learner 1	Learner 1
Learner 2	Learner 2	Learner 2
Learner 3	Learner 3	Learner 3
etc	etc	etc

In the lesson

Explaining the purpose of the second lesson - : finding more about what learners know in the topic theme FDPR (fraction, decimal, percentage ratio) + doing revision - so that the teacher can teach on firm learning foundations and the timely practice app can ensure that learners retain their learning. Ask some questions, “hands up if you…”

found some questions too easy?
found some questions too hard?
couldn’t answer some questions that you’ve learned before?

Reassure this is what you expect. Continue to explain: “If you answered a question correctly last lesson, you will get a similar question to answer this lesson (or next), which will help the timely practice app be sure of what skills you already know of on a topic. Next lesson I (your teacher) will start using this data to make teaching and learning easier”

Show the decimalFraction dashboard, explain that the learners are anonymised and you won’t be saying who is which letter, but they can see what the app has found out so far about the class' learning on the topics (low number = easier, high number = harder; white = needs to learn, grey = might need to learn). Explain that next lesson, when you look again, there may be some blue squares = the app has found out all the skills the learner has already learned and remembered on the topic, but that for learners who know more on a topic, this might take 4 lessons.

Learners should start with the assignment dated today (except absent learners, who will start with the L1 8Q assignment).

The teacher may want to cross out from the table, assignments that they assess during the lesson .

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title	Lesson 3: decimal Fraction (for some learners)

Before lesson:

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

Begin Old Assignments list

(again keep the assignments in piles: L1 8Q/L2 20Q/L2 25Q/L2 8Q/Saturday/Sunday (don’t worry it won’t get exponentially more piles of assignments, as part of the preparation for next lesson, is to estimate the learners Pace for Practice, and the teacher will work towards having 2 assignments for each learner - one they will just finish in the lesson (weekday) and a spare (weekend) in case the learner needs more practice.

FYI keep the completed assignments in a pile for use in lesson 5

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title	Lesson 3: decimal Fraction (for some learners)

Before lesson:

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.
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).
Assess any complete/partially complete assignments:
- assess any assignments dated lesson 1 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 8Q/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
- 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.
- if there were any learners absent for only lesson 2 - 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.
Now, for learners who have been
- ,
- 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.
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:
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 (download Teach-Learn questions print out Practise-Learn worksheets) - add by tapping the - add by tapping the blue (2) and Teach button
- if decimalFraction layer 1 is white, then teach layer 1 (download Teach-Learn questions print out Practise-Learn worksheets) - add by tapping the blue (1) and Teach button
- if decimalFraction layer 1 is grey - learners are not sufficiently assessed, so they the layers won’t be added (when pressing the Teach button) - these learners will continue with pre assess , so …

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
- 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 still has then the Sunday’s assignment to do)
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 still has 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 (as above 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.

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title	Lesson 4: decimalXdiv (to some learners)

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 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 Extra 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 therefore may 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

In the lesson

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

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 2 to 3 times during the 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 this year.

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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title	Lesson 5: it dependsreviewing 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 10Q new 8Q Spare Assignment (ideally for the next weekend date if available).

Decide on In the lesson focus:

This lesson and lesson 6 can be tricky: ideally the teacher will continue to teach some new learning, but sometimes, especially if poor attendance is an issue, allocating lesson 5 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.

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).

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title	lesson 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).

In the lesson with no new teaching:

Start with a timely practice assignment, as learners enter welcome them, indicate their assignment and say that a timer will go off half way through the lesson.

When the timer goes off, ask learners to put down their pens, they will be able to continue in a little while. 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?

Then ask learners to see how many of the remaining questions in their assignment they can finish before the end of the lesson.

In the lesson with new teaching:

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.

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title	ratio

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.

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Key

Topic Theme: FDPR