In years gone by, this could have been achieved through 'starters'; traditionally the first 10 minutes of the lesson, to warm up the students' brains. When we were working with the National Numeracy Strategy, I used to take an objective from Block A through E for each day, Monday to Friday, to revise. It worked well; we all knew every Wednesday that I would present some form of graph and ask questions; we dreaded Fridays because I would ask for decimal fraction equivalents.
However, in this time of curriculum change, where children already in the system are playing catch-up to meet the new expectations, sometimes the first 10 minutes of revision could be better used as a hook for the latest objective or a chance for deeper study of the raised bar.
Yet we still need to keep the plates spinning.
My solution to this is quick and simple; Sticky Labels.
With careful planning, you can build in an opportunity for the children to rehearse jumping between concepts; remembering how to use place value to solve problems, while also recalling prime numbers to 100 and identifying missing angles around a point. I have always found this to be the biggest barrier in making progress in Maths; how do you keep the momentum of one idea, while needing to cover the intricacies of another?
Each lesson includes a series of questions that the children can choose from. (I'm likely to write about this sometime too!) But, in addition to these Challenges, I use simply typed sticky labels, placed randomly in spare spaces by some helpful children, to mix up the types of question they answer; it's like an extension of the Extension, adding that 'starter' style revision, just to the end of the lesson, once the most important skill of that day has been covered. I have found it more time-efficient than opening the lesson with a series of information that might be of little use when it comes to the main input. In an ideal world, of course the opening would link to the main, but then we return to square one when considering how to prepare children for a world that isn't so neatly compartmentalised.
Upon the labels, you might find new versions of the measure problems we have been tackling, or a fractions question that'll need to be solved. It might ask you to calculate the area of a shape, or find the answer to a question requiring multiple steps. Either way, you'll need to search your brain (and your book) to remind yourself of the methods, ideas and strategies we were learning, switching from the addition you have just been practising.
It will rarely be something new, and I have found it really useful as tool to look back on; cast your eye over their answers to see how much is being retained and what will need further coverage.
Furthermore, I'm a big believer in the children's books becoming almost like a catalogue; a self-made text book. Hopefully, by encouraging them to look back through everything they have achieved, the pages become little triggers; setting off a memory of that unit we haven't visited recently, searching for the label that could be answered by revising this page.
As with everything, this won't work for everyone. However, I think it's important to find new ways to have the children revise the learning they have covered; it's a study skill for life. This method gives every child a chance to do that. We work hard to ensure 'everything makes sense' to our classes, but once we are not there, we need to feel confident that they can make sense for themselves, choosing suitable methods to solve mixed problems with the vast knowledge they have been given.