Group Tuition
With Miss Lawrence Maths, consistency is key. A commitment of at least one term’s worth of lessons is necessary to ensure progress and the continuity of learning.
The duration of each group lesson is 1-hour. Lessons are booked on a termly basis (every 12/13 weeks).
We welcome you forming your own group of students from the same year group.
100% of Miss Lawrence Maths STUDENTS said they preferred working with peers compared to working alone; 43% said in pairs and 57% said in groups...
- survey of 8 students, august 2020
Lesson Breakdown
Years 3-5
To consolidate mathematics knowledge, catch-up on mathematics learning missed due to the coronavirus pandemic and to be prepared for the new academic year.
YEar 6
To consolidate mathematics knowledge, catch-up on mathematics learning missed due to the coronavirus pandemic and to prepare for SATs examinations.
YEar 7
To consolidate mathematics knowledge, catch-up on mathematics learning missed due to the coronavirus pandemic and to be prepared for the new academic year whilst adapting to the secondary curriculum.
Years 8-9
To consolidate mathematics knowledge, catch-up on mathematics learning missed due to the coronavirus pandemic, prepare for the new academic year and prepare for the learning of the GCSE curriculum.
YEar 10-11
To consolidate mathematics knowledge, catch-up on mathematics learning missed due to the coronavirus pandemic and prepare for GCSE examinations.
BenEfits of GROUP tuition
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Groups have more information than a single individual. Groups have a greater well of resources to tap and more information available because of the variety of backgrounds and experiences (Oxford University Study, 2016)
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People remember group discussions better. Group learning fosters learning and comprehension. Students working in small groups have a tendency to learn more of what is taught and retain it longer than when the same material is presented in other instructional formats (Barkley, Cross & Major, 2005; Davis, 2015)
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Decisions that students help make yield greater satisfaction. Research suggests that students who are engaged in group problem solving are more committed to the solution and are better satisfied with their participation in the group than those who were not involved (Cambridge University, 2017)
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Students gain a better understanding of themselves. Group work allows people to gain a more accurate picture of how others see them. The feedback that they receive may help them better evaluate their interpersonal behaviour (Swift Tutors) and
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Teamwork is highly valued by employers. Well developed interpersonal skills were listed by employers among the top 10 skills sought after in university graduates (Graduate Outlook Survey, 2016).
Please note: In our group lessons, each student will receive individual support from the tutor.
Group lessons follow a scheme of work which covers the following:
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Weaknesses and gaps in knowledge
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Mathematics mastery
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Exam techniques and efficiency (excluding entrance examinations)
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The National Curriculum – covering the standards children should reach in each mathematics strand (Number, Algebra, Geometry and Measures, Ratio and Proportion and Probability and Statistics)
Pre-assessments - Years 3-6
Your child will need to complete arithmetic, reasoning and problem-solving, times tables and division assessments. These assessments do not need to be sat under timed conditions.
This data provides us with a general understanding of what your child can do and what topics they struggle with; you will receive the scores.
Pre-assessments - Years 7-11
Your child will need to complete two foundation/higher assessments and a times tables and division assessment. The two foundation/higher assessments do not need to be sat under timed conditions but your child will need to time how long it takes them to complete the times tables and division assessments separately.
This data provides us with a general understanding of what your child can do and what topics they struggle with; you will receive the scores.
All online lessons will also include:
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Work marked in the lesson for instant feedback
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Group feedback at the end of each lesson via email
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Plenary reflection to gain understanding of how your child feels about their individual learning
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A differentiated approach to learning by ensuring that all students’ levels are taken into consideration and catered for adequately
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Peer support (partner and group work) within a fun and conducive learning environment
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Receiving the resources used in the lesson
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Receiving the pdf version of the online whiteboard used in the lesson
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An termly assessment to reflect on learning, progress made and next steps
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An initial 10-minute phone consultation to discuss your goals for your child and any concerns that you may have
