First pre assess + teach one topic per lesson, until some learners are fully pre assessed.
Then learners who are fully pre assessed can then learn 2 topics in most lessons, whilst their peers continue with pre assess + learn one topic.
Finally once all learners are fully pre assessed most learners can learn 2 topics per lesson but some slower paced learners will only learn one topic per lesson.
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 lowest attainers will finish pre assess first (perhaps within 2 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.
Order to add topic themes and topics to scheme of learning in the app
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
fractionINTRO
ratio
Algebra
algebraGraph
inequality
solvingReady
Geometry/Measure
3D
area
changeUnits
coordinate
enlarge
reflect
rotate
translateANDvector
volume
Integer
10bond
correctTOnearest
factor
givenDIVsign
givenXsign
multiple
negative
numberX10etc
orderInteger
prime
sequenceMultiple
Probability/Statistics
discreteGraph
probabilitySingle
stemLeaf
Lesson 1
Before lesson: The teacher will make the best use of their time in the first lesson, by doing assessment during this lesson, since no new teaching is taking place.
We have no idea how fast learners can answer pre assess questions, so the L1 assignments will contain questions from FDPR and algebra topic themes - the 2 first topic we will teach. Some learners may not have time to complete the Saturday assignment - which contains questions on later topic themes.
Create 2 assignments per learner (as we have no idea of the learners pace of learning).
Add learners (recommend ordered by First Name) add the First and Family Names but consider using an anonymised Known as Name e.g. 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” above.
Create a planning and preparation session, and change the date to L1
Create t.p. for all learners with 10Q and only include pre assess questions
Create a planning and preparation session, and change the date to Saturday’s date
Create t.p. for all learners with 15Q (Saturday’s date). and only include pre assess questions
Download and print the L1 and Saturday assignments.
Print out the maths motivation survey (a copy for all learners and a few spares)
Gather some extra time filler worksheets - just in case any learners - despite our best efforts, finish both assignments.
Make sure you’ll have the tablet to take into the lesson, so you can do some assessment
Maths motivation survey
Introduce the maths motivation survey purpose: to find out if learners can become more motivated in maths, if learners can remember more maths.
Instructions: it is important learners first decide which answer is best (left or right) and then colour in 1, 2 or 3 boxes to say how strongly they agree with each answer.
When the first learner has finished their survey, check they’ve not answered only in the left hand column (a sign they didn’t fully understand the instructions), if so show them how they might need to change it. If correctly filled out, interrupt the class to explain what they will all do when they have finished.
Pep talk before doing timely practice assignment
Purpose 1: to find out the “goldilocks” place to begin teaching them each topic - it’s not a test, there are no scores, and the teacher will explain more about this over the next few lessons. That’s why the heading is learned and remembered?
Purpose 2: to revise skills and knowledge that you already know, to help you remember for longer.
What to do when you can’t answer a question → Learner may “have a go” 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 the teacher may assess some assignments in the lesson).
Why not copy? → Learners will have different questions (so they can’t copy) + because learner will make it harder for themselves to learn in future lessons + there is no point, because there is no score.
Doing personalised timely practice assignments
Give out the L1 assignment (L1 date) and sort the Saturday assignments by first name (to make it easier to find them).
TOP TIP keep 2 piles of assignments L1 and Saturday (with the assessed assignments reversed at the back of each pile).
Note the time the learners start their assignments.
Note how long it takes for the majority of learners finish the first 10Q assignment - this will set Pace for Practice of 100%
Once learners ask for a second assignment, the teacher can begin to assess the first assignment (on the android device, remember tap with your non-writing hand and tick/bell with your writing hand).
Finish the lesson
A few minutes before the end of the lesson, note the time again and calculate the total time the learners had to complete both assignments.
Encourage learners to check through their assignment for any questions they have missed out which they forgot to write a ? in the answer space - and write the ? in. Tell them that they needn’t do this for questions which they “haven’t had time for” as you know you gave them more questions than you thought they could answer.
If you have time, you can scan through the assignments and divide them into 3 piles as you collect them in, according to the proportion of questions “complete” i.e. answered or with a ? (or indeed any other comment) written in the answer space.
not started,
up to “about half”
“well over half”
FYI keep the completed assignments for use in lesson 5
Lesson 2
In the app, in the planning and preparation session for lesson 1 (yes lesson 1, for assessing the L1 assignments)
Assess t.p. all remaining L1 assignments (some may have been assessed in the lesson). Hopefully almost all learners who were present completed their L1 assignment
If any learners were really slow working and did have time to complete this assignment: assess all missed questions with reset symbol (3rd assessment choice)
use the number of minutes taken for most learners to complete the 10Q assignment you noted from lesson 1 to calculate the Pace for Practice for the class (see the expand box below for how to do this)
put all the assessed L1 assignments aside (dump them in a big pile ready for lesson 5)
Get a piece of coloured card (so you can easily find it later!) and write the title Absent Learner List, write down the date of L1 as a subheading and then write down the names of any learners who were absent. (If all has gone well, you’ll have 2 assignments a L1 and a Saturday assignment for these learners).
Sort the Saturday assignments into 3 piles, according to the proportion of questions “complete” i.e. answered or with a ? (or indeed any other comment) written in the answer space.
not started - no need to assess, but calculate and change these learner’s Pace for Practice + write these learners under Saturdays date on the absent learner card + keep these ready for next lesson
“well over half” - assess the assignments (select the Planning and preparation session for Saturday’s date and select Assess t.p. ) Assess any not attempted questions with reset symbol (3rd assessment choice) and change these learners Pace for Practice + put all the assessed Saturday assignments aside (dump them in a big pile ready for lesson 5)
up to “about half” - just calculate the Pace for Practice, and record it, you’ll use it next lesson, but don’t bother assessing these + write these learners under Saturdays date on the absent learner card + keep these assignments ready for next lesson
Order these and the other un-assessed Saturday assignments, by first name (so they are easy to find) to the next lesson and put with your resources for next lesoon
In the app create a new planning and preparation session and change the date, to the date of L2
Go to the Create t.p. and uncheck all the learners in the Absent Learner list for L1 (they already have an assignment, so shouldn’t have another created) then click to create a new assignment (either 15Q or use the “nominal minutes per question of the 100% Pace for Practice” to calculate the “nominal number of questions”, for the time you’ll allocate - expect the calculator skills and explanations to take 30 minutes)
Download these and print them out.
For the teaching part of the lesson, you will need at least 1 scientific calculator per pair of learners, source these
Print out these worksheets as follows:
calculatorSkills: pre assess sheet, 1&2&3, 5&6&7 (1 of each for every learner)
FDPRproblemYC1 (enough for one between two)
Gather some extra time filler worksheets - just in case any learners finish early - see lesson 1 - or use your own.
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7 and onwards
Several 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”
Teach Topic Theme: Algebra
Topic Theme: Geometry/Measure
Topic Themes: Integer
probability and statistics topics
Second curriculum spiral
FDPR again
everybody learns
only faster pace for practice learners
NOTES
everybody learns
only faster pace for practice learners
NOTES
decimalFraction
fractionOF
fractionADDsub
simplestForm
low attaining learners learn extra integer or nothing extra**
fractionINTRO
orderFDP
numberDIV10etc
standardForm
low attaining learners learn extra integer or nothing extra**
fractionXdiv
moreIndex
low attaining learners learn extra integer or nothing extra**
ratio
correctDP
low attaining learners learn extra integer or nothing extra**
decimalXdiv
estimateSIGfig
skip this lesson if no one is ready for these topics
** faster learning low attaining learners can have an additional timely practice assignment - ideally with a weekend date
Geometry/Measure again
Add these topics to be pre assessed only if any learner has mastered the stated layers from the topics indicated below:
perimeter in KS3 only if area (3) is mastered by ALL learners, in KS4 add this topic now
shapeProblem NC only if givenSUBsign (3) is mastered
angle only if scaleInterpret (5) is mastered
everybody learns
only faster pace for practice learners
NOTES
everybody learns
only faster pace for practice learners
NOTES
2D
3D
reflect
angle
alternate topic order after most master scaleInterpret (5)
area
rotate
scaleInterpret
changeUnits
alternate topic order after most master scaleInterpret (5)
coordinates
enlarge
alternate topic order after most master coordinates (5)
volume
perimeter
don’t teach perimeter until area (3) mastered
translateANDvector
shapeProblem NC
low attaining learners learn extra integer or nothing extra**
** faster learning low attaining learners can have an additional timely practice assignment - ideally with a weekend date
Algebra again
Add these topics to be pre assessed only if any learner has mastered the stated layers from the topics indicated below:
expandLinear only if simplifyPQ (1) is mastered
expandQuadratic only if simplifyPQ (2) and expandLinear (4) are mastered
factorise only if expandLinear (4) is mastered
solve only if solvingReady (3) is mastered
Here are suggested pairs of topics to teach in a lesson
everybody learns
faster pace of practice learners
NOTES
everybody learns
faster pace of practice learners
NOTES
sequenceArithmetic
algebraGraph
when all master sequenceArithmetic (4), OK to swap priority
simplifyPQ
fill with an integer topic until ready for valueAlgebra
inequality
expandLinear
simplifySD
writeAlgebra
when most master simplifySD (5), OK to swap priority
solvingReady
solve
fill with an integer topic
expandQuadratic
only if some learners are ready to learn expandQuadratic
fill with an integer topic
factorise
only if some learners are ready to learn expandQuadratic
The layer sequenceOther(4), can accessed at different levels of differentiation, side steps the topic not fully pre assessed problem.
make the patterns with manipulatives (such as centicubes or counters) or trace the patterns,
complete as a “copying the drawings” and doing the “adding on” activity (possibly with some support),
if learners are able to do the practise-learn worksheets independently, this layer should be added within the Plan Teaching section of the lesson BUT if this topic is taught within the same lesson as the first pre assess assignment, it can’t be added in plan teaching (and hence go into retrieval practice) until the second lesson, (because it is being pre assessed). Only add the layer within Plan Teaching + verify in Edit Taught for learners who engage with it as described with this, the 3rd level of differentiation
Integer again
Add these topics to be pre assessed only if any learner has mastered the stated layers from the topics indicated below:
beginXfacts only if givenXsign (1) is mastered
base10skills only if numberX10etc (4) is mastered
beginDIVfacts only if fractionOF (4) is mastered
factor and BiDMAS only if givenXsign (3) is mastered
everybody learns
only faster pace for practice learners
NOTES
everybody learns
only faster pace for practice learners
NOTES
10 bond or BiDMAS
correctTOnearest
swap priority once mastered 10bond
base10add or givenSUBsign
multiple
swap priority once mastered givenSUBsign (10)
place100value9999 or factor
base10skills
givenADDsign or prime
givenDIVsign
swap priority once mastered givenADDsign
sequenceMUltiple or givenXsign
beginXfacts or improveXfacts
negative
orderInteger or beginDIVfacts or improveDIVfacts
numberX10etc
practice times table facts learned this spiral
Probability/Statistics again
Add these topics to be pre assessed only if any learner has mastered the stated layers from the topics indicated below:
groupedGraph and scatter only if discreteGraph (4) or algebraGraph (4) is mastered
MMMRQgrouped only if MMMRQ (2) and (3) and (5) are mastered by at least one learner
probabilityTree only if fractionINTRO (4) is mastered
everybody learns
only faster pace for practice learners
NOTES
everybody learns
only faster pace for practice learners
NOTES
discreteGraph
Venn
frequencyTable
nothing else
this topic tends to be time consuming to learn
MMMRQseparate
groupedGraph or probabilityTree
proportionalGraph
scatter
probabilitySingle
stemLeaf
extra FDPR topic
MMMRQgrouped
skip this lesson if no one is ready to learn MMMRQgrouped
Third curriculum spiral
If there is time for this spiral and perhaps a fourth curriculum spiral (or if there is not enough time for a complete third curriculum spiral in the year) use this spiral to skip out less important topics and/or topics with fewer layers (such as enlarge).
e.g. integer is more important than algebra but no topic can be taught within 6-8 weeks of the last teaching. If possible try to teach an extra spiral of integer relative to the other topic themes. Depending on where holidays fall, teach one or two of the topic themes listed below, then teach integer. It is recommend not to miss out any integer topics unless all learners have mastered them. See below extra integer topics which might be pre assessed. Add these topics to be pre assessed only if any learner has mastered the stated layers from the topics indicated below:
improveXfacts only if beginXfacts (11) is mastered
improveDIVfacts only if beginDIVfacts (8) is mastered
e.g. within algebra prioritise: sequenceArithmetic, simplifyPQ and solvingReady until everybody has mastered solvingReady (6). All other topics are less important than most integer topics
e.g. within FDPR prioritise: decimalFraction, fractionINTRO, fractionOF and numberDIV10etc. All other topics are fine to miss out.
e.g. within geometry/measure prioritise: area, changeUnits, coordinates, volume and angle once angle (5) is mastered. All other topics are fine to miss out.
e.g. within probability/statistics prioritise: discreteGraph, MMMRQseparate and proportionalGraph. All other topics are fine to miss out.
4th curriculum spiral
If time teach a 4th curriculum spiral with integer prioritised.