Elm Hall Primary
Curriculum 2014 – presentation to
primary heads
June 2014
Part 2 of 2
Progress Based Numeracy Planning using Blooms Taxonomy
Teacher:
Class:
Week Beginning :
Date
Lesson
Focus
Mental
Starter
Objective
Learning Challenge
Can I…
Mental Starter
Group
Learning Challenge
Support
TA
.
Skill to be
learnt
Learning to be
consolidated
Success
Criteria
Task
Extension
Questions
Plenary
Knowledge and
understand
Consolidate
Understand and
Apply
Consolidate
Apply And Analyse
Consolidate
Apply and Evaluate
Consolidate
Apply, Evaluate and
create
Challenge
Auditing Maths
across the
curriculum
linking maths with the rest of the curriculum
Principle
Possible activities
ACTIVILTY PRINCIPLE
Active learning
Learning by doing where children develop their own mathematical tools and choose resources for solving problems.
investigations
Predictions
Guesstimates
Analysing
visual stimuli
Drawing
creating
developing ideas
physical representation
making models
building
play based learning
outdoor maths
forest school activities
making own resources
being the expert
evaluating
understanding
linking learning
maths talk
REALITY
Use mathematical tools to solve problems and learn mathematics to be useful for their future. Related to experiences, while working on
PRINCIPLE
contextual problems, children develop mathematical tools and understanding
Linking maths to real
life situations
What’s in the news?
investigations
Data handling
TASC [Belle Wallace]
Maths through stories
language
science links
architecture
links with local community
Going to the shops
2D/3D
Art
create a challenge
environment
Global dimensions
skills in context
ICT
Real life scenarios
Finance
DIFFERENTIATION
PRINCIPLE
Choose your
challenge
COMMUNICATION
PRINCIPLE
USE AND APPLY
PRINCIPLE
Reflect, review and evaluate - skills ; learning; success criteria met; arriving at the next level
Independent enquiry
active learning
Thinking creatively
Consolidation
steps to success
Scaffolding thinking
self differentiation
maths talk
self assessment
self challenge
Graffiti maths
child led plenaries
Opportunities to share strategies and inventions with each other as interaction promotes reflection that increases their level of understanding
Co-operative learning
check/assess own work
pair share/square share
child initiated plenaries
maths talk
MoE
teach someone else
sharing strategies
peer assessment
group work
Supporting learning attitude
Graffiti maths
Creating deeper levels of understanding of mathematical principles involved in a broad range of situations:
solve rich contextual problems as life skills.
Linking prior learning to new concepts
child led plenaries.
assessment
FACILITATE
LEARNING PRINCIPLE
link prior knowledge
create a challenge
scaffolding learning
investigation
TASC
links to all aspects of the curriculum and wider context
building learning power
maths talk
choose your challenge
self
Process of working with others achieving self-growth /self-evaluation / cooperation /explore, learn and change/take control of their learning
Child centred activities
range of resources
ICT opportunities
Clear success criteria
scaffold the learning
RUCSAC
learning environment
motivational challenge
Engaging activities
Use of Blooms Taxonomy
Assessment for Learning
child lead activities
guided groups
TASC
building learning power
Supporting learning attitude
child led/initiated activities
Mantle of the expert
next step targets
Real life scenarios
create a challenge
investigations
Talk For Maths
making maths relevant
We want the children to:
•
See the use of maths in their environment.
•
Embed mathematical language into their daily
vocabulary.
• Form systematic links between mathematical concepts.
• Develop problem solving skills by using and applying
their maths knowledge and strategies.
Meaningful Maths
•
The following Principles are underpinned by the national curriculum, mental arithmetic, paper and pencil procedures and
calculation skills.
•
All principles are inter-related and are not taught as separate principles
•
RUCSAC read; underline key words; choose operation; solve problem; answer question; check answer
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Activity principle:
Learning by doing. Children develop their own mathematical tools and choose resources for solving problems
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Reality principle:
Children are able to use mathematical tools to solve problems and learn mathematics to be useful for their future. Related
to experiences, while working on contextual problems, children develop mathematical tools and understanding.
Differentiation principle
The circumstance for arriving at the next level is the ability to reflect on activities accomplished and which guides growth as
children pass through various levels of understanding.
Communication principle
We offer pupils the opportunities to share their strategies and inventions with each other as interaction promotes reflection
that increases their level of understanding.
Use and apply principle
Creating deeper levels of understanding of mathematical principles involved in a broad range of situations. Children need to
be able to solve rich contextual problems as life skills.
Facilitate learning principle
Facilitation of learning refers to the process of helping learners achieve self-growth through self-evaluation and cooperation
with others. It is about helping people to explore, learn and change. Facilitated learning occurs when the students are
encouraged to take more control of their learning process.
Maths language
The Number System
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Greater than
Less than
Equal to
Ascending
Descending
Order
Approximately
Positive
Negative
Exactly
Odd
Even
Consecutive
Square number
Multiple of
Pair
Rule
Relationship
Formula
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Fractions, Percentage,
Ratio and Proportion
Numerator
Denominator
In every
For every
Percentage
Whole
Half
Quarter
Proportion
Equal parts
As many as
Factor
Decimal
Per cent %
Calculation
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Add
Sum
Total
Plus
Increase
Double
Near double
Subtract
Minus
Difference
between
Inverse
Altogether
Is the same as
Lots of
Groups of
Once
Twice
Double
Halve
Share equally
Factor
Remainder
Multiple
Divisible by
Divide
Row
Column
Array
Remainder
Factor
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Measures, Shape and
Space
Measurement
Measure
Size
Compared to
Length
Width
Height
Depth
Longest
Shortest
Edge
Perimeter
Distance between
Furthest
Vertex
Vertices
Radius
Diameter
Circumference
Face
Regular
Irregular
Congruent
Intersect
Positional and Directional
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Position
Over
Under
Above
Below
Top
Bottom
In front
Behind
Front
After
Beside
Opposite
Parallel
Perpendicular
Rotate
Acute
Obtuse
Right angle
Straight line
Horizontal
Vertical
Ascend
Descend
Bisect
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Handling Data and
Probability
Tally
Survey
Represent
Line graph
Bar chart
Frequency
Mode
Range
Mean
Maximum value
Minimum value
Most popular
Least likely
Most common
Least common
Label
Title
Axis
Classify
Fair
Unfair
Certain
Uncertain
Probable
Impossible
Possible
Pattern and Symmetry
Size
Symmetrical
Line of
symmetry
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Axis of
symmetry
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Mirror line
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Reflection
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Translated
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Repeating
pattern
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Fold
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Reflective
symmetry
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Rotated
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Identical
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Bigger
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Smaller
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Larger
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Money
Money
Coin
Note
Penny
Pence
Pound
Price
Cost
Buy
Sell
Discount
Profit
Loss
Total
Amount
Value
Spend
Spent
Change
Most expensive
Least expensive
Pay
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Capacity
Full
Halve full
Empty
Contains
Holds
Litre
Millimetre
Container
Measuring
cylinder
Volume
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Area
Area
Covers
Surface
Square
centimetre
Square metre
Square
millimetre
Surface Area
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Time
Days
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Week
Month
Year
Decade
Century
Yesterday
Today
Tomorrow
Hour
min
Shape Names
Regular:
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Triangle
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Square
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Pentagon
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Hexagon
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Heptagon
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Octagon
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Nonagon
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Decagon
Quadrilaterals:
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Square
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Rectangle
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Rhombus
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Parallelogram
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Trapezium
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Kite
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Trapezoid
3D shapes:
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Cube
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Cuboid
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Sphere
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Cylinder
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Cone
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Triangular
Prism
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Hexagonal
Prism
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Triangular
based pyramid
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Square Based
Pyramid
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Hexagonal
Based Pyramid
1
1
2
Learning Grids
3
4
5
6
Choose your challenge
Differentiated activities
2
3
4
5
6
Shape Challenges
1
2
3
4
5
6
1
Draw an
arrowhead with a
line of symmetry
through the
middle.
Draw a kite with a
line of symmetry.
Draw an isosceles
trapezium.
Draw a scalene
triangle.
Draw a equilateral
triangle.
Draw a compound
shape containing a
rectangle and a
equilateral
triangle
2
Draw a
parallelogram.
Draw a irregular
hexagon.
Draw a concave
polygon.
Draw a convex
polygon.
Draw a compound
shape containing
2 rectangles.
Draw a trapezium.
3
Draw an isosceles
triangle.
Draw a irregular
octagon.
Draw a
parallelogram.
Draw a
parallelogram.
Draw a regular
hexagon.
Draw a Rhombus.
4
Draw a irregular
pentagon.
Draw a concave
polygon.
Draw a compound
shape containing a
square and a right
angle triangle.
Draw a kite with a
line of symmetry.
Draw a convex
polygon.
Draw an isosceles
triangle.
5
Draw an isosceles
trapezium.
Draw a irregular
octagon.
Draw a compound
shape containing
3 different types
of triangle.
Draw a convex
polygon.
Draw a regular
pentagon.
Draw a compound
shape containing
3 different types
of triangle.
6
Draw a convex
polygon.
Draw a
parallelogram.
Draw a compound
shape containing
2 rectangles.
Draw a convex
polygon.
Draw a
parallelogram.
Draw a Rhombus.
Algebra – Work out X
1
2
3
4
5
6
1
x+5= 32
25–x = 12
2x+6= 24
3x + 2x=25
2x + 10 =2
4x ÷2=8
2
10x + 5 = 105
34 + 2x = 56
12 – 2x = 8
32 – 4x = 24
3x + 10 = 43
7x – 6 = 36
3
4x + 2x = 60
3x + 7x = 100
3x – x = 24
12 + 2x + 3x
= 62
9x = 81
4x + 3x = 77
4
5x + 15x = 60
2x ÷ 4 = 20
3x – 2x = 5
2x + 5 = 3x
7x + x = 64
6x + 30 = 90
5
4x = 64
5x + 5x = 100
2x = 35 - 15
4x + 3x + 5 =
75
3x + x = 44
21 + 2x = 35
6
5x – 12 = 13
66 – 2x = 44
2x + 15 = 105
2(x + 2) = 34
13 + 2x = 25
8x + 4x = 144
Create your own
1
1
2
3
4
5
6
2
3
4
5
6
TASC Teaching in a social context [Belle Wallace]
Year 5/6
Context
War torn Afghanistan needs supplies dropped behind enemy lines;
Learning Challenge
Design a parachute and container to drop the cargo from a plane.
Coverage
Science; Design Technology; Global dimensions; geography; History; Life skill [PLT’s]
TASC Teaching in a social context [Belle Wallace]
Year 5/6
Context
War torn Afghanistan needs supplies dropped behind enemy
Learning Challenge
Design a parachute and container to drop the cargo from a p
Coverage
Science; Design Technology; Global dimensions;
Geography; History; Life skill [PLT’s]
Mike Gershon Free power point down loads
‘Post It
Note Pedagogy’
Post It Note Formative Feedback
‘The Ideas Tree’
Key Subject Specific Vocabulary
Secret Teacher Feedback
The Post It Plenary
Question Wall
magpie
Assess peer group work