KS3 and KS4 quick start with timely practice

• 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.

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

1. decimalFraction

2. fractionINTRO

3. ratio

Algebra

1. algebraGraph

2. inequality

3. solvingReady

Geometry/Measure

1. 3D

2. area

3. changeUnits

4. coordinate

5. enlarge

6. reflect

7. rotate

8. translateANDvector

9. volume

Integer

1. 10bond

2. correctTOnearest

3. factor

4. givenDIVsign

5. givenXsign

6. multiple

7. negative

8. numberX10etc

9. orderInteger

10. prime

11. sequenceMultiple

Probability/Statistics

1. discreteGraph

2. probabilitySingle

3. stemLeaf

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.

Create 2 assignments per learner (as we have no idea of the learners pace of learning).

1. 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

2. Add the SOL for the first curriculum cycle see the “expand” above.

3. Create a planning and preparation session, and change the date to L1

4. Create t.p. for all learners with 10Q and only include pre assess questions

5. Create a planning and preparation session, and change the date to Saturday’s date

6. Create t.p. for all learners with 15Q (Saturday’s date). and only include pre assess questions

7. Download and print the L1 and Saturday assignments.

8. Print out the maths motivation survey (a copy for all learners and a few spares)

9. Gather some extra time filler worksheets - just in case any learners - despite our best efforts, finish both assignments.

   1. https://timelypractice.atlassian.net/wiki/spaces/CKB/pages/2971959297/begin+x+facts?preview=/2971959297/2971631630/beginXfactsTL4.pdf begin X facts (4) and (14)

   2. https://timelypractice.atlassian.net/wiki/spaces/CKB/pages/2970779670/improve+x+facts?preview=/2970779670/2971336725/improveXfacts3w.pdf improve X facts (3w) and (11)

10. 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

In the app, in the planning and preparation session for lesson 1 (yes lesson 1, for assessing the L1 assignments)

1. 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)

2. 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).

3. 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

4. In the app create a new planning and preparation session and change the date, to the date of L2

5. 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)

6. Download these and print them out.

7. For the teaching part of the lesson, you will need at least 1 scientific calculator per pair of learners, source these

8. 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)

9. Gather some extra time filler worksheets - just in case any learners finish early - see lesson 1 - or use your own.