Springboard 6: Lessons for use in booster classes

Introduction

Springboard 6 is a series of lessons designed to provide additional support in booster classes for children in Year 6 who, with intensive targeted support, can achieve level 4 in the Key Stage 2 national tests.

Experience has shown that many Year 6 children working just below the level 4 threshold can make the progress required to catch up by the time of the tests. Booster classes can help you to provide the help and support these children need. It is crucial for these children to reach the expected standard before entering Key Stage 3 if they are to fulfil their potential in mathematics and go on to achieve a good grade at GCSE.

The 22 half-hour lessons are designed for use during the spring term of Year 6. They can be used alongside, and in addition to the work being planned in the daily mathematics lessons for that term. The lessons follow closely the sequence of topics identified by the units in the Year 6 yearly teaching programme set out in the National Numeracy Strategy’s Framework for teaching mathematics from Reception to Year 6. They address a number of aspects of mathematics that the target group of children finds difficult.

The lessons follow the three-part model developed by the National Numeracy Strategy. The lesson plans identify objectives, vocabulary, resources, teaching points and key questions. There is a substantial proportion of direct teaching in which children are expected to participate. Each lesson sets out what children should be able to do by the end of the lesson. In the plenary the lesson ends with key statements for children to remember.

All the general principles of effective mathematics teaching apply to these lessons. Some elements are especially important for booster classes:

• a step-by-step approach;
• built-in consolidation and summaries;
• the use of direct questions and discussion about ideas and methods;
• the expression of the same mathematical ideas in a variety of ways;
• the use of demonstration by the teacher to model ideas and methods and to
• help children to visualise the processes involved;
• the reinforcement of key mathematical vocabulary;
• the encouragement of children to articulate their mathematical thinking.