GCSE MATHS - Virtual community: KS3 & KS4 - stretch and support in mixed attainment classes - Facilitation pack - Published: Autumn 2022

Oct 20, 2026

Uploaded by dawugda

Virtual community facilitation pack for a GCSE Maths event covering KS3 & KS4 stretch and support in mixed attainment classes. Designed to help teachers share learning through a CPD session with ready-to-use activities, discussion areas, and supporting resources. Includes a PowerPoint with presenter notes, pathways to extend topics, and a pre/post confidence check questionnaire. Provides multiple classroom development activities including using progress maps, open “do now” starters, differentiation, and multiple entry-point tasks.

LanguageEnglish

CategoryExam

FormatPDF

Pages20

Reading Time50 min

AccessFree to download

About this resource

Follow on pathways

Activity 1

Activity 2

Activity 3

Activity 4

Discussion Points

Task

GCSE MATHS Virtual community: KS3 & KS4 – stretch and support in mixed attainment classes Facilitation pack Published: Autumn 2022 | Contents | Page | | --- | --- | | About this resource | 4 | | Follow on pathways | 5 | | Confidence checks | 15 | | Planning for the future | 17 | | Contact us | 20 | About this resource We know that your time is limited, so we’ve designed this resource to make it easy for you to share what you’ve learned from our virtual community event. This resource will enable you to deliver your own CPD session for your colleagues and it includes activities and resources linked to the virtual community topics to: • Remind you of the topics covered during the event so you can brief colleagues or run a similar session with your team. • Provide follow on activities and discussion areas for you and your team so the content can betaken further and applied or embedded in your school or college. Resources available • A copy of the PowerPoint from the meeting with notes for the presenter. • Follow on pathways showing the topics covered during the meeting and ways to develop them. • A pre and post meeting confidence check questionnaire to benchmark confidence of colleagues around the topic of your session. We hope this gives you the opportunity to make the most of the time you invested in attending the event. Follow on pathways This section takes topics, discussion or activities from the virtual communities meeting and provides suggestions of areas for development and follow on activities you can do with your colleagues. Activity 1 Area for development-using progress maps to enable pupils to regulate their learning. Description of activity: • Look at the progress maps provided in this pack. • Discuss ways which you could use these in your lessons. • Attempt to create a progress map for a future unit of work, alternatively look at the progress [maps available on](maps available on mixedattainmentmaths.com/mixed-attainment-lessons.html)[ ](maps available on mixedattainmentmaths.com/mixed-attainment-lessons.html)[mixedattainmentmaths.com/mixed-attainment-lessons.html](maps available on mixedattainmentmaths.com/mixed-attainment-lessons.html) and adapt oneof these to suit a future unit of work. Activity 2 Area for development – engaging all pupils in the class discussion element of the lesson through open , ‘do now’, starter activities. Description of activity: • Look at the examples of the ‘ask a question/make a comment’‘do now’ activities. • Consider/discuss the range of responses the pupils in your classes might give. • Design your own ‘ask a question/make a comment’ try to adapt one of your existing ‘do now’activities when doing this. Activity 3 Area for development – using a range of different types of differentiation within a lesson. Description of activity: • Read the description of the different types of differentiation which can take place in a lesson. • Discuss whether there any which you use more than others, why is this? • Discuss whether are any which you rarely or never use, why is this? Activity 4 Area for development – creating multiple entry point tasks. Description of activity: • Look at the examples of multiple entry point tasks. • Discuss: Which is the most open? • Discuss: Which provides the greatest opportunities for problem solving and/or reasoning. • Discuss: What further adaptions might you make. • Consider the concrete resources/manipulatives that are available to you in your department. Create a multiple entry point task using these. Activity 1 Area for development: Using progress maps to enable pupils to regulate their learning. Progress maps are a useful tool in classes with a range of attainment as they ensure that all pupils are supported and challenged. Progress maps make the teacher aware of each individual pupil’s prior knowledge at the start of a unit of work and they enable the teacher to track indivi

FAQs

What is the purpose of this facilitation pack for the virtual community event?

It helps teachers share learning from the event and deliver their own CPD session for colleagues. It provides activities and resources linked to the virtual community topics so the content can be applied in school or college.

What resources are included for presenters and participants?

The pack includes a PowerPoint from the meeting with notes for the presenter, follow-on pathways for developing event topics, and a pre and post meeting confidence check questionnaire to benchmark colleagues’ confidence.

How can progress maps be used to support mixed attainment pupils?

Pupils complete a mini assessment to identify their start point, choose tasks each lesson based on what they need to learn next, and tick/date progress statements. The teacher monitors task choice and pupils are assessed again at the end of each unit to compare progress across the unit.

Oct 20, 2026

Uploaded by dawugda