Year 1

Efficient, essential only instruction, highly aligned to the learning intention and practice material to come. Progression to the pictorial and abstract. Highly connected to Phase 1 - a further enhancing instruction experience.

Expressing joining and removing as number sentences using +, −, = notation for the first time, where + and − describe the same relationship reversed.

This allows for understanding of the smallest content knowledge to be developed. Often these are overlooked in the explicit instruction, contributing to cognitive overload and confusion.
Tier 1: Start here. Most students will still get a lot of value out of these activities.
Tier 2: Essential and may need longer here than Tier 1.
Tier 3: Highly relevant intervention instruction, and for those with SLDs requiring extensive chunking and more time to acquire.

Slides

Progress through rehearsal through practice replicating phase 1 and 2, then progressing to the generalising stage and fdor students who are competant they will need challenge problems.

Extend

Efficient, essential-only instruction, closely aligned to the learning intention and to the practice material that follows. This is where the progression to the pictorial and the abstract happens, building directly on Phase 1 so that the two phases work together as a single instructional experience.
Slides

Placing counters forward on a number track for addition and removing them for subtraction, writing each action as the matching number sentence.

The opening phase makes space for the smallest pieces of content knowledge to be developed properly, working in the concrete. These are the foundations that are often skipped past in the rush of explicit instruction, and their absence is what later shows up as cognitive overload and confusion.
Tier 1: Start here. Most students will get genuine value from these activities.
Tier 2: Essential, and some students will need to spend longer here than at Tier 1.
Tier 3: Highly relevant intervention instruction, and for students with specific learning difficulties, requiring extensive chunking and more time to acquire.
1. Counters and cards| NUM‍ ‍SYM |
2. tudent action‍ ‍| NUM‍ ‍SYM |
3. Counters and cards‍ ‍| NUM‍ ‍SYM |
4. Student action‍ ‍| NUM‍ ‍SYMSYC |

Progress through rehearsal that replicates Phases 1 and 2, then moves into the generalising stage. Students who are competent here will need challenge problems to keep them genuinely working.
1. Tier 2 & 3 starter
2. Practice
3. Generalise
4. Extend