Just looking for a little trial and error: substitution practice, calculating using a power, checking for equality (all very recent work for them). Trial & error always seems to be a “tarnished” approach.

I do. But I have to do that verbally. As you can see, my margin is not big enough. But I can also safely assume they’d ask me whether they’re different or not.

Afraid not: they’re all 12 years old! 😃

Oh yes, def with task 5. *But* I would say with this group of students, I would like them to play about with a little trial and error. And for task 4, it’s absolutely contrived, but practices a little ratio for them.
I’m always on the lookout for improvements/better questions to ask them though 😃

Must say, moved to a book and a visualiser and can’t move back: even just modelling “this is how it should look in your book” has made my life much easier.

Yeah, like that!

Presume you have some sort of programme like sims or Bromcom? Usually quite easy to run attendance vs grade and share with your cohort. Impactful too because it’s about as context-specific as possible. Sharing with parents too is important.

I've been through so many whole-school reading strategies now I'm wondering to what extent any of them are actually "effective" at improving fluency in reading. Or is this one of those things we'll always be striving for but will never reach?

I've been wondering if circle theorems are really just examining the interplay between circles and various arrangements of chords. Must confess, first time I've ever really thought deeply about it in any way.

Have you shown them the formula sheet? There’s a lot of “power” in showing them what they do and don’t need to remember.

Indeed. But these students were 80ish at KS2. We didn’t have that many. We found our issue was more with the independent practice: there’s real skill in making a resource that helps students through from basics to real extension. That was far more hit-and-miss.

When I was at a school that ran it, we had groupings of students with a "strong" one, a "weak" one and two "in-between". However, if there were students who were considered *much* weaker, e.g. required TA support, we had them right at the front with the TA near us. Worked well in our context.

Hi Jo, do you do this in addition to a formal "compulsory" after-school intervention/revision lesson, based around a topic or general exam skills? Or is the approach more a voluntary one? I'm trying to look at the best ways to engage Year 11s outside of lessons.

Hi David, is there any article/piece of research you can link to re: whole school reading strategies that actually work to improve the reading of a cohort?

Yeah, I just couldn’t get the phrasing right. The students knew what I meant, but the phrasing is just not there. Because it’s not necessarily false?