The Big Landscape eXperiment
www3.hants.gov.uk/the-blex
Mathematical Elements in the BLEX Project:
1
2
3
4
Activity
Health and safety
Survey using map of
school grounds.
Considering
transport and
logistics.
Planning positioning
of equipment.
Construct a plan of
the layout.
Scaled templates of
Blex blocks
Consider social
impact of different
groups and
arrangements of
Blex blocks.
Construct a model
of the final layouts.
Using ‘Google
Sketch-up’ to assist
with visualisation
Mathematical content
Spatial awareness
Bearings, angles and points of
compass.
Scale drawings
2D representations of 3D objects
Measuring and converting to
scale.
Key words
Measuring blocks and deciding
on appropriate scale.
Constructing templates for each
shape plan
Naming each 2D and 3D shape
Changing variables (i.e. moving
shapes around) to get optimum
design. Working with all
possible permutations and
combinations.
Measuring blocks and choosing
appropriate scale.
Construction of the net of a
cube, a trapezoid and a ‘wedge’.
Working with 2-dimensional
representations of 3-dimensional
shapes.
Trapezium (2D)
Square (2D)
Quadrilateral (2D)
Trapezoid (3D)
Cube (3D)
Wedge (3D)
Metres, cms, mms
Construct
Measure
Scale
Construct
Measure
Design
2-dimensions
3-dimensions
Net
Scale models
Points of compass
Metres, mms, mms
Distance
Direction
Scale
Position
Mathematical Expectations of Attainment at grades D – G

Carry through substantial tasks and solve problems involving mathematics
in practical contexts. Obtain necessary information.

Check results and consider whether these are sensible.

Show understanding of situations by describing them mathematically
using symbols, words and diagrams (scale drawings and models).

Search for a solution and try ideas of their own.

Use understanding of place value to multiply and divide by 10, 100 and
1000 (metric units conversion).

When constructing models and when drawing or using shapes, be able to
measure and draw angles to the nearest degree.

Make sensible estimates of a range of measures in relation to everyday
situations.

Use mathematical names for 3-D and 2-D shapes.

Make 3-D mathematical models.

Recognise and use common 2-D representations of 3-D objects (nets).
The Big Landscape eXperiment
www.hants.gov.uk/landscape-andheritage/the_big_landscape_experiment1
Information Technology Elements in the BLEX Project:
1
2
3
4
Activity
Planning a seating
area for the school
on paper
Scale of objects,
representing real life
objects to scale.
Creating the seating
area.
Able to produce a
seating area using
ICT.
Reflecting on skills
learned
ICT content
The importance of planning on
paper first. Obtaining feedback
from peers.
Using graphic software or
Sketch up program to think
about scale.
Learning how to use the tools in
such software.
Rules of logic.
Changing variables – shapes –
discussing impact on design
Key words
Planning Feedback
Compare each others’ seating
areas and review
Think about how it could be
represented in real life and its
impact on society.
Review
Feedback
Society
Scale
Tools
Logic
Variables
ICT Expectations of Attainment at grades D – G

Create initial designs and seek feedback throughout this phase,
recognising limitations and potential improvements.

Use and combine graphical tools, software packages with guidance to
create a seating area.

Show understanding of tasks by using the correct objects in a given
environment.

Produce a solution using ICT.

To compare solutions with alternative ideas and feedback.

To reflect on work, recognising potential areas for improvement and
comparing to real life situations.