How can pupils choose their own maths work?

Freckle gives teachers a certain level of control over their pupils' learning. They can assign various types of work for pupils to complete, focus on specific objectives and make teaching decisions based on pupil progress data.

At the same time, Freckle gives pupils autonomy over their learning as well. Pupil choice boosts interest and engagement, particularly when those choices make pupils feel in control and give them a sense of purpose. Pupil choice is also beneficial when it sets pupils up to feel adequately challenged.

When pupils select to practise maths, they are given a choice of domains in which to work.

Pupils can choose the domain themselves or teachers can provide the domain in which all pupils should be working. With adaptive practice, each pupil will still be working at his or her own level within the domain.

Note: This is the pupil view for a lower year pupil. Lower year, middle year and upper year pupils will have slightly different pages.

A page showing the different domains a pupil can practise on. Each is identified by name and level; a 'Suggested' flag is on one of them.

Once pupils select a domain, they will be taken to their position on the domain map. Here, pupils can easily see what level they are on, which they have completed and how many levels are ahead in the domain.

Each level is represented with a number on the map. A pupil's current level is indicated by the blue border. Below, I can see that in the Operations & Algebraic Thinking domain, this pupil is on Level 25: Two-Step Word Problems. Mastered levels are indicated with a green border. And all upcoming levels are greyed out (if you scroll through the map). The map changes as pupils progress through the levels.

An example of levels in the Operations and Algebraic Thinking domain. The pupil is on Level 25: Two-Step Word Problems.

The pupil can choose to work on their current level by selecting it or by selecting the green Practice button. Mastering this level may take several sessions, and so the progress bar helps inform pupils of their progress towards completion.

The pupil can also choose to go back and work on a level that they have already mastered by looking at the level short names. They can go back to a tricky level, one on which more practice was needed or even one that was particularly fun. Pupils cannot, however, choose to move ahead. The levels in each domain build on one another, and it is important that pupils develop mastery of each concept before moving on to a more challenging topic.

Each domain has its own map, helping pupils understand their progress towards completing the domain.