An independent route has four parts: the syllabus list, an honest rating of each topic, an order based on prerequisites, and a weekly review. You can build one in an hour and adjust it as you learn.
The example below uses Mathematics, but the method works for any subject. The original mixed-practice builder can give you varied practice once your route is in place.
How do I build the route step by step?
- Copy the topic list from the syllabus for your code and year into a table.
- Rate each topic as red (cannot start), amber (can follow an example) or green (can solve a new question alone). Base the rating on one real question, not on a feeling.
- Mark prerequisites. Ask of each red topic: what must I know before this?
- Order the work. Start with red topics that are prerequisites for others, then amber, and keep green topics in a short weekly review.
- Set a weekly plan with a fixed number of sessions and one mixed-practice set at the end.
Worked example
A Year 10 student lists five algebra-related topics from the Mathematics syllabus and rates them after trying one question each.
| Topic | Rating | Depends on |
|---|---|---|
| Directed numbers | Green | none |
| Expanding brackets | Amber | directed numbers |
| Factorising | Red | expanding brackets |
| Solving linear equations | Amber | directed numbers |
| Simultaneous equations | Red | linear equations, expanding |
The order: expanding brackets, then factorising, then linear equations, then simultaneous equations. Directed numbers stays in a five-minute weekly warm-up.
The week: Monday, expanding (20 minutes of examples and 10 questions). Wednesday, factorising. Friday, a mixed set with two questions from each earlier topic.
On Sunday, update the rating table.
After two weeks, expanding turns green, so factorising is next to be tested with a new question.
The mistake to watch for
A student starts with the topic that looks most interesting, simultaneous equations, and gets stuck because expanding is weak. They conclude they are “bad at maths”.
The correct reading is that a prerequisite is missing. Go back to expanding, repair it, and return to the harder topic.
Self-check
- You can follow a worked example on factorising but not solve a new one. What colour?
Show answer
Amber. Following an example is not the same as solving alone. Practise new questions until you can do them without looking.- Which should come first, simultaneous equations or linear equations?
Show answer
Linear equations, because simultaneous equations need the skill of solving for one variable.- Why keep green topics in a weekly review?
Show answer
Skills fade without use. A short weekly check keeps them available for mixed questions.When might one-to-one tuition be worth considering?
Self-study may be enough when your rating table moves from red to green every week. Tuition may be worth considering when a topic stays red or amber after a few honest attempts, or when you cannot tell why your answers are wrong.
A teacher can look at your actual working and find the missing step. For more context see checking a solution with a second method, deciding whether targeted tuition adds value, the Mathematics study route and the Mathematics tuition page.