# adjust a scheme of learning to be more timely practice friendly

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

In order to allow teachers and schools to see the benefits of timely practice more quickly - we now only offer free use and training with the limited topic trial - is on hold for most of 2021-22.

If teachers and schools wish to continue to timely practice - here is an example of how we can help you create you a bespoke scheme of learning - by changing your existing scheme of learning.

### 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

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).

Assuming that the class has completed the limited topic trial - is on hold for most of 2021-22 with the following ...

timely practice unitsbusiness as usual topics
shape properties and calculating spacealgebra simplify and substitute
FDP and ratiodata graphs

... then these topics need not be pre assessed. The teacher can then pre assess in advance of teaching.

There is likely to be "more lesson 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.

Existing scheme of learningtimely practice scheme of learningpre assess

Unit 1: calculating

Unit 1: Algebra

pre assess remaining Algebra topics: sequences and equations

pre assess remaining Geometry and Measurement topics: transformations and angle rules

Unit 2: word problems

Unit 2: Geometry and Measurement

pre assess remaining Probability and Statistics topics: averages and graphs and probability

pre assess remaining Word and Proportion topics: word problems

Unit 3: algebra simplify and substitute

Unit 4: Probability and Statistics

pre assess all Number topics

Unit 4: angle rules

Unit 3: Word and Proportion (including FDPR)

Unit 5: averages and graphs

Unit 5: Number

Unit 6: FDP and ratio

Unit 6: Algebra

Unit 7: sequencesUnit 7: Geometry and Measurement

Unit 8: data graphs

Unit 8: Word and Proportion

Unit 9: shape properties and calculating space

Unit 9: Numbermore number required

Unit 10: equations

Unit 10: Probability and Statistics

less Probability and Statistics required

Unit 11: transformations

Unit 11: Algebra

Unit 12: probability

Unit 12: Word and Proportion

more word problems required

Revision

Tests

Revisit "flagged topics" in exam

Unit 13: project work on Geometry and Measurement

no revision required

"flagged topics" will be taught when the learners are ready to learn them.

no new content teaching but continue with timely practice so that all learning can last over the summer holiday

#### 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.