Second in Mathematics and Year 11 booster lead

Hollie Braithwaite

Revision is more useful when it responds to a specific gap pupils have shown, rather than covering a broad topic simply because it appears in a generic pack.

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A little about me

I support Mathematics teaching and lead the Year 11 booster programme. Revision is more useful when it responds to a specific gap pupils have shown, rather than covering a broad topic simply because it appears in a generic pack.

I want to identify what pupils can already do, where their method breaks down and which example would help them practise the missing step. A focused task makes it easier to see whether the explanation helped and what should come next.

I look for resources that can be adapted to a particular need without adding unnecessary material. A worked example, a short set of questions and a clear check can help a booster session stay purposeful. I value revision that uses evidence to guide the next move rather than asking pupils to repeat everything again. That keeps time focused on learning.

How I approach a lesson

  1. Choose revision from a specific identified gap.

  2. Use examples to make the missing step clear.

  3. Check what changed before planning the next session.

Templates I'd use with my class

Explore these templates and decide what fits your own setting.

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