Teaching Maths is like spinning plates. While teaching fractions, you need to keep the number and place value plate spinning, ensuring the geometry dish is still going, before the multiplication ceramic comes crashing down.
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.
Alongside my Entry Quizzes, I try to have a good grasp on what the children can already do. While never 100% accurate, it's much simpler to plan for their next steps when you have a real-time starting point. Using this information, I know where to pitch their work and, as a further result, I can also design more challenges for them; chances to reason, problem solve and apply.
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.
For example, in a lesson on addition, showing adequate proficiency once you have answered your questions, tackled the Challenge (the Extension; likely a set of word problems or a "what are the possibilities?" question) you can flick through your book spotting the stars; these are the sticky labels.
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.
I have created some Challenge stickers below; each set adheres to the objectives of the specified year group. They're great for a quick and easy extension, covering a variety of topics, aiming to keep as much learning as possible at surface level for easy retrieval and application. They should print neatly on a simple label sheet (18 labels to a sheet). Alternatively, you might want to print on paper and guillotine.