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The Goldilocks Zone - The Scope And Sequence in 2025

 



I am currently in the process of reformatting the scope and sequence. This task has been more time-consuming than anticipated as I continue to incorporate all the wonderful additions that emerged quite spontaneously during sessions this year (I guess you could say I have been in my own Goldilocks zone, something I want for all teachers.)

It is incredibly heartwarming to witness an idea that began as a mere germ of an idea in 2020 flourish and strengthen over time. 

 What was that idea? To create a scope and sequence, structured in such a way that met the needs of my learners with dyscalculia, in turn meeting the needs of all.  I had seen the success of Structured Literacy and was driven to create that for maths, at the time, it was something I could not see being created well.  I wanted to make something even the most reluctant math teacher could pick up and grow from.  

This year has been particularly successful, primarily due to my growing understanding of teaching mathematics each year.  

Every year, part of our reporting process includes student voice.  Consistently, when I ask my class about their favourite subject, they overwhelmingly choose maths. While this is not unusual—maths is often a popular choice in my class—this year, the difference was in the children who expressed this preference. Many of the students who were initially uncertain about their abilities in maths have now listed it as their favourite, or at least as a subject they wish to continue improving in.  Some were really explicit about their next steps, expanding large numbers, multiplication, subtraction, change unknown, all areas they listed as wanting to improve in.

Many of those children who wanted to fade into the background during a math sessions, began pushing themselves to the fore.  

This led me to ponder: what made maths the most favoured subject for my students this year? What had I changed or improved upon?

In 2024, I developed a solid understanding of the importance of basic fact fluency and the instructional hierarchy. I experimented with retrieval practice techniques and achieved some success.

In 2025, I continued to focuson subitising (which my scope and sequence is based on) and the use of concrete materials. But my aim this year was to transition students more quickly to more pictorial and abstract thinking. This approach, guided by the instructional hierarchy to determine when to employ fact retrieval practice, has been very effective.  Thank you Brian Poncy, Sarah Powell, Anna Stokke and Amanda VanDerheyden to name a few.

The confidence my students display in maths can be attributed to engaging them in the 'Goldilocks zone'—working within their skill range while gently extending their abilities to bridge new concepts. The emphasis has been on achieving success, building robust foundations, and recognising when students are ready to be challenged or need more practice. I strive to ensure that no child is left behind, aiming for all students to 'get it.'

Operating within this zone fosters a sense of success, fun, and achievement, a dopamine hit! It allows children to connect new concepts and build strong schemas, through a scope and sequence designed to support, grow and connect, rather than rushing them through.

This year, I have observed my students thrive, eagerly expressing their love for maths and seeking more independent problem-solving opportunities, even in their own time. Parents have also shared their amazement at their children's progress and enthusiasm for maths.

The role of basic fact fluency—achieving automaticity (declaratively) in two seconds—has significantly influenced how my students perceive themselves as budding mathematicians. This approach of ensuring no child falls behind in whole-class instruction has benefitted everyone and made it easier to extend those who need it within the same conceptual framework.

I am admittedly biased, but I genuinely believe this scope and sequence is outstanding. With a sustained emphasis on teacher understanding, it holds the potential to provide our Year 1-3 children with exceptionally strong foundations in mathematics and not a workbook in sight!



PS- I thought the Goldilocks zone was something only I dwelled upon, but this podcast is fantastic to listen to.




 

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