1. Teaching to mastery
There’s a lot of research supporting the idea that students learn better when they immediately use knowledge to solve problems. It means moving away from just testing students with recall questions and leaving harder problems to the end (We know this is not very effective because many students cannot apply their knowledge).
Instead, you construct the unit around a series of problems. Problems start simple – see Activate on the next slide. Then they get progressively harder – see Apply-Analyse-Act. Each problem is designed so it students will acquire a new concept or skill while solve it, and practise previously learned ones. This is a ‘gradual release of responsibility’ not ‘discovery learning’. With early problems, teachers model and students just follow. It is only towards the end that students are likely to solve problems independently.
The next slides show a sample Year 7 unit organised in this format:
Slide 2 lists the problems and knowledge
Slide 2 shows how the problem sequence introduces and practises knowledge.
© Mastery Science, 2017

2. Draft Contact forces unit Teaching to mastery version
How can we make a vehicle go as fast or slow as possible ?
unit theme: design
Goals
Big idea
Forces predict motion
Can we work out how an object will move?
interactions between objects produce forces. Depending on whether the forces are balanced or unbalanced, its motion will change or not. Friction acts against motion. The motion of objects in a fluid depends on density.
Enquiry process
Consider evidence
What can data help us do?
Graphs, tables and charts identify patterns in data and suggest relationships between variables.
Problems tor learning
Activate AO1
Can you use prior knowledge to
explain what forces do
Apply AO2
Can you use knowledge in unfamiliar situations to
find missing forces in balanced force situations
calculate density using: density = mass/volume
explain floating and sinking
explain what factors affect friction
explain how friction affects motion
Analyse AO3
Can you combine knowledge with given information to
evaluate how a technology reduces friction*
compare materials when stretched
compare factors in floating & sinking
Act AO1-3
Can you integrate concepts and skills to
design a toboggan for a safe, steady speed *
Knowledge to acquire
Key concepts AO1
Balanced or unbalanced, whether the forces on an object cancel out determines motion
Friction resists motion and depends on the force between
Density, how compact a substance is
Skills AO1
Calculate a mean from a set of data
Recognise a linear relationship between two variables from tables and graphs
Scientific terms AO1
Friction and air resistance, weight or gravity, reaction, upthrust, tension, compression, net force, mass
Draft
AO1, AO2, AO3 are the GCSE assessment objectives *More details about this task to be provided on slide 2
© Mastery Science, 2017

3.    Learning problems to introduce & practise knowledge
Knowledge acquired through problems (minimum 3x each)
Balance d & unbalan ced
Density
Resistive forces
Calculate mean
Recognise linear relationship
Find missing forces 
Compare mass, volume and density
Explain floating & sinking
How friction affects motion
What factors affect friction
Evaluate a technology for reducing friction
Compare stretched materials
Design a safe toboggan
Compare factors in floating & sinking 
introduced 
practised