We accept that a more tightly spiralled scheme of learning will probably require an adjustment to the current scheme of learning and that some schools would prefer to use timely practice without altering their scheme of learning. However
- keeping the existing scheme of learning will highlight the problem that teaching too much from a topic at one time is not efficient for low attaining learners
We can create you a bespoke scheme of learning or offer you a simple way of altering your existing scheme of learning (see below).
Adjust a scheme of learning
Here is an example of a year 10 SOL created for all foundation classes.
| Y10 Foundation scheme of learning |
|---|
Unit 1: calculating |
Unit 2: word problems |
Unit 3: algebra simplify and substitute |
Unit 4: angle rules |
Unit 5: averages and graphs |
Unit 6: FDP and ratio |
| Unit 7: sequences |
Unit 8: data graphs |
Unit 9: shape properties and calculating space |
Unit 10: equations |
Unit 11: transformations |
Unit 12: probability |
Revision |
| Re-teach: revisit topics flagged in exam |
Simple adjustment
Essentially we recommend teachers move quickly through pre-assess and teach of all the topics in the topic area of the unit (not just the ones the unit suggests). So for example in "Unit 1: calculating" the teacher will pre assess and teach all the topics in Number (see the learning resources page) and in "Unit 4: angle: rules" the teacher will pre assess and teach all the topics in Geometry and Measurement. There is likely to be "more time" as
- the teacher is only teaching one small bite from each topic and
- the teacher is not attempting to teach work that the learners are not ready for,
- revision is integral to timely practice - so there is no need to allow time for this,
- "re-teach" (review of work the teacher thought she had taught but the learner couldn't do in the exam) is rarely required (as the Progress on Topic tracks the depth of embedded learning rather than merely what has been taught that the learners could do at the end of the lesson).
The "more time" can be used to revisit any topic.
| unit from existing scheme of learning | timely practice scheme of learning | notes |
|---|---|---|
Unit 1: calculating | Unit 1: Number (except FDPR) | |
Unit 2: word problems | Unit 2: Word and Proportion (except FDPR) | |
Unit 3: algebra simplify and substitute | Unit 3: Algebra | |
Unit 4: angle rules | Unit 4: Geometry and Measurement | |
Unit 5: averages and graphs | Unit 5: Probability and Statistics | |
Unit 6: FDP and ratio | Unit 6: Number (only FDPR) Unit 6: Word and Proportion (only FDPR) | |
| Unit 7: sequences | Unit 7: Algebra | |
Unit 8: data graphs | Unit 8: Geometry and Measurement | too soon to return to teach Prob. and Stat. |
Unit 9: shape properties and calculating space | Unit 9: Probability and Statistics | |
Unit 10: equations | Unit 10: Number | too soon to return to Algebra |
Unit 11: transformations | Unit 11: Word and Proportion | its too soon to return to Geom. and Measure |
Unit 12: probability | Unit 12: Algebra | no need to teach so much Prob. and Stat. |
Revision | Unit 13: Geometry and Measurement | no revision required |
| Revisit "flagged topics" in exam | Move on to the next year's scheme of learning. | "flagged topics" will be taught when the learners are ready to learn them. |
Notes on adjusting schemes of learning
N.B.
When adjusting your SOL do watch out for the "word" part of Word and Proportion problems (see info box below)
If a teacher runs out of time - and so doesn't have time to teach the final unit(s), the topics within those units have already been taught twice before in the year, and the work missed will soon be revisited in the following year.
Teachers should check each time they return to teach a topic theme (e.g. algebra) to see if learners might be ready for more topics.
After using timely practice for a year, the scheme of learning can be adjusted to better suit the needs of the learners.
Once learners have used timely practice for a year, they will be closer to the set above in attainment, so e.g. a year 9 SOL may well need to be more challenging if the learners have used timely practice in year 7 and 8.
When adjusting your SOL do watch out for
- The word part of Word and Proportion problems, in many SOL these are not explicitly mentioned. What is not advisable is to teach the whole SOL and then add in the word part of Word and Proportion problems at the end of the year.
- Lower attaining learners need more Word and Proportion and Geometry and Measurement but less Algebra and Number than higher attaining learners.