Study and learning skills
Year 9 lesson mat: choose a step and request support
For Year 9 pupils using a learning support mat, follow a three- or five-stage lesson route, note the current and next step, and show the teacher what support would help.
Read the material
For Year 9 pupils using a learning support mat, follow a three- or five-stage lesson route, note the current and next step, and show the teacher what support would help.
Pupil document. Use the preview for diagrams and layout.
Page 1
Teaching template 1 Year 9 lesson mat: choose a step and request support Audience: Year 9 pupils using a learning support mat Follow the lesson route selected by your teacher, mark the current and next step, and show which agreed support would help. My lesson route Move a counter or mark the stage you are doing. Tick a step when it is complete. Three-stage route, if selected What I am doing Done 1. Starter: get ready 2. Main task: learn or practise 3. Review: what did I learn? Longer lesson route, if selected 1. Teach: listen and watch. 2. Practise: try it with help. 3. Apply: try the task. 4. Review: look back at learning. 5. Finished: check the agreed task is complete. Current stage: __________ Next stage: __________ Optional check-in Ready / focused / unsure / tired / frustrated / calm / another word: __________ Support to select before printing Teacher: tick only choices you can provide in this lesson, then remove the rest: repeat instructions / more time / agreed pause / named support: __________ Pupil: I would like help with this step: __________________________________________ Teacher setup: choose the actual route and support choices for this lesson. An unselected option is not a promise of support.
A teaching sequence
Follow a three- or five-stage lesson route, note the current and next step, and show the teacher what support would help.
Mark the teacher-selected current stage
Mark the stage you are doing now.
Which actual lesson route is selected on this copy?
Identify the next action
Mark the next stage or write what you need to do.
What does the teacher's route say comes next?
Offer an optional feeling word
Choose a feeling word if you want to share one.
Would the pupil like to share a word or skip this check-in?
Select an available support or work independently
Point to a support request or complete the task independently.
Which choice has the teacher confirmed they can provide in this lesson?
Before you teach
Look for the thinking behind an answer, choose the support your class needs and leave room for an independent response.
What to look for
For example, a pupil can mark “Practise” as current, “Apply” as next and point to “Please repeat the instruction”. Ask, “Would seeing the next step help you begin?”
Give a little support
Before printing, the educator selects the lesson route and only the support requests that can actually be provided. Do not treat an unchecked choice as a promise.
Take the idea further
After the task, mark which stage took the most effort and choose one strategy for the next lesson.
Things to keep in mind
The available support choices and lesson stages must be confirmed for the specific class and lesson. This mat does not establish that any service or accommodation is available.
Keep the idea. Make it yours.
Bring your topic, learning goal and class context to PLAI™, then review what you create.
Ideas to try with your class
Sample teaching perspectives on what to try, what to adapt and what to watch for.
Meet The Creators
Meet a creator whose teaching interests connect with this template.
Planning List
A Year 9 pupil follows a teacher-selected route on the support mat, marks the current and next step, and indicates useful agreed support. It offers both a three-stage and longer five-stage route.
Bright Margins
The two route lengths let the teacher choose a sequence suited to the lesson, from starter/main/review to teach/practise/apply/review/finished. The pupil can make the current step visible and request support.
Coffee Before Copies
Select the route with the pupil before the lesson, then agree how they will mark progress and ask for help. Do not present the longer route unless its extra stages fit the activity.
Notes Between Bells
This is a Year 9 learning support mat, not a one-size-fits-all lesson structure. Keep support options agreed and available, and check that marking a step does not interrupt the pupil's work.