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This page holds a poor example of selecting the layers
Here a tutor has a challenge of teaching 4 very different learners, who have “weird and unexpected” strengths and weaknesses.
Topic |
| Ava | Baz | Charlie | Dylan |
|---|---|---|---|---|---|
Level of Learner | Detail | Ava’s teacher has no real idea of grade learner would gain if she took her GCSE exam tomorrow (she is new to the school). | Baz, would gain a grade, which would almost certainly be below grade 4 if he took his GCSE exam tomorrow. | Charlie might gain a grade 1 if she took her GCSE exam tomorrow. | Dylan is not expected to get any grade if he took his GCSE exam tomorrow. |
Global target | N/A | Find and fill in some glaring gaps. | Fill in gaps and improve
| Charlie has some unexpected strengths, so here the task is to find out why she has so many weak areas, as well as build on her strengths. | Dylan, is one of the weakest learners in the school, so may well have been taught “too hard” in most his maths lessons - so err on the side of easy and see how learning embeds. |
multiple | 
| Teach layer 6 | Teach layer 6 | Teach layer 6 | Teach layer 2 |
factor |
 | Teach layer 6 | Doesn’t need to learn - instead teach BIDMAS layer 4, while the other learners, learn factor skills. | Teach layer 6 | Teach layer 1 |
BIDMAS - could be taught as an extension layer in the second half of a lesson - or see teaching suggestion given when planning teaching of the topic factor |
| Ava doesn’t know this, and her assessment on multiple and factor indicate she would be better learning other skills. | Baz can learn layer 4 while the others learn more factor skills | A surprise that Charlie knows this - her numeracy skills are higher than expected. | This topic will be too hard for Dylan. Due to his low level for learner, he wasn’t even asked questions form this layer. The teacher might teach him some 4 operation skills, which the rest of the learners already know. |
decimal fraction |
| Teach layer 8
| Teach layer 8
| Teach layer 3 | Teach layer 1 |
fraction +/- Layers 1, 4 and 6 all rely on labelling a fraction line - so shouldn’t be too difficult for the teacher to teach these together. However layer 5 isn’t like this, so teach Baz separately. |
| Teach layer 6 | Teach layer 5
| Teach layer 4 | Teach layer 1 |
fraction INTRO |
| Teach layer 11
| Teach layer 5 Get Baz and Dylan to teach each other? | Teach layer 7 | Teach layer 6 Get Baz and Dylan to teach each other? |