Starting a unit of work

In each block, under the heading 'Building on previous learning', there is an indicative checklist of prior knowledge, skills and understanding that might be referred to for this purpose. It is not intended, nor will it be necessary, that each and every aspect of mathematics identified in the bullets should be assessed at the beginning of each unit. Select those that you think might be areas of concern for some children and prepare a series of probing questions to use, to establish whether it is an area of learning that needs revisiting.

An example from Year 3, block A is shown below. This identifies five mathematical areas of learning that children will draw upon and use in the unit and which has already been covered in earlier teaching.

Year 3

Block A: Counting, partitioning and calculating

Check that children can already:

• talk about their methods and solutions to one-step problems, identifying and recording the number sentences involved
• read, write, partition and order two-digit numbers, explaining what each digit represents
• recall all addition and subtraction facts for each number to at least 10, all pairs with totals to 20 and all pairs of multiples of 10 with totals up to 100
• add or subtract mentally pairs of one-digit numbers
• recall multiplication and division facts for the 2, 5 and 10 times tables.

To assess how well children cope with the problem-solving skills identified in bullet one, build a problem-solving activity into the first lesson in the unit that involves children discussing their methods and solutions in groups. Time spent in the lesson, working with particular groups of children about whom there may be concern, will help to identify the next steps needed to support any children who, without such support, are unlikely to make the progress expected.

To assess how well children can read and write numbers and understand and use place value (bullet two), build an oral and mental activity around place value into the lesson. A quick-fire activity might involve use of whiteboards, digit cards or number fans to see all children's responses and to identify those who are struggling and who can be followed up later in the lesson. A similar activity introduced into later lessons will help to assess the progress of all children, but particularly the supported children.

To assess children's knowledge and recall (bullets three and five), or mental calculation skills (bullet four), introduce paired or small-group activity that has children completing tasks that they recognise is assessing these skills. Before setting the task, share with children the reasons for giving them the work to do so they understand the assessment process and can become involved. For example, tell children that, working in pairs, they are to ask one another questions involving the addition and subtraction of a single-digit number to another single-digit number. They are to help one another to decide which numbers they can add or subtract quickly, and others with which they have more difficulty, and you will ask children for these numbers after the task. When setting a task involving the 2, 5 or 10 times table, explain the success criteria. For example, explain that knowing the 5 times table means that they can work out quickly, in their heads, 5 multiplied by 7 and find a division fact involving the answer. You want to know if there are some facts they can remember more quickly than others.

The choice of the focus of the initial assessments and the activities used to assess will depend on how well you already know the children and their prior attainment. What is important is that the information required to inform future planning is gathered appropriately and quickly, so that work on the unit can be carefully planned and children who need extra support can receive it.