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Numeracy and Mathematics – Second Level
Second level – 1, 2, &3
Estimation and Rounding
I can use my knowledge of rounding to
routinely estimate the answer to a
problem then, after calculating, decide if
my answer is reasonable, sharing my
solution with others.MNU 2-01a
1.I understand and can use the language of
estimation by using the words approximately and
rounded to.
2.I can estimate where a number is on a number
line just with intervals of 100 marked.
3.I can round numbers bigger than 100 to the
nearest 100 and the nearest 10.
------------------------------------------1.I understand and can use the term “1 figure
accuracy” e.g. 3125 ―› 3000.
2.I can estimate answers to addition and
subtraction sums using 1 figure accuracy. e.g.
262 + 310 ―› 300 + 300 = 600
3.I can estimate answers to multiplication and
division sums using 1 figure accuracy. E.g. 5725
÷ 262 ―› 6000 ÷ 300 = 20
------------------------------------------1.I can round a decimal to the nearest whole
number.
2.I can apply estimation and rounding to a
variety of problem solving situations.
3.I can check my solution by comparing it with
the estimate.
I can share my ideas with others
Number and Number Processes
I have extended the range of
whole numbers I can work with
and having explored how decimal
fractions are constructed, can
explain the link between a digit,
its place and its value. MNU 2-02a
1.I can count, order, read and write
the numbers to 10 000 and then one
million.
2.I can change numbers from words to
digits and back again.
3.I can sequence numbers.
4.I understand that all place value
columns can only go up to 9.
5.I can recognise the place value of
digits within larger numbers.
-----------------------------------------1.I understand the relationship
between place value columns up to one
million.
2.I understand the importance of
zeros within place value
e.g 10 509.
1.I understand that a decimal fraction
is part of a whole number.
2.I can record a decimal fraction
correctly using the decimal point.
-----------------------------------------1.I understand the value of decimal
fractions within place value
e.g 1/10 =0.1
1/100 =
0.01.
1.I can explain the link between a digit,
its place and its value.
Having determined which
calculations are needed, I can
solve problems involving whole
numbers using a range of
methods, sharing my approaches
and solutions with others. MNU 203a
1.I can add and subtract 1 digit from
whole numbers up to 3 digits
2.I can add and subtract 10s from any 3
digit number
3.I can add and subtract 2 digit
multiples of 10 from 3 digit multiples of
10
4.I can use simple function machines
involving adding and subtracting
5.I can add and subtract whole number
multiples of 100 mentally
6.I can multiply 3 digit whole numbers by
10
7.I can multiply 3 digit whole numbers by
100
8.I can double 2 and 3 digit numbers
which are multiples of 5 or 10
9.I can multiply and divide within the 6
and 7 times table
10.I can multiply 2 and 3 digit whole
numbers by 6 and 7
11.I can divide 2 and 3 digit whole
numbers by 6 and 7 with and without a
remainder
12.I can multiply and divide within the 8
and 9 times table
13.I can multiply 2 and 3 digit whole
numbers by 8 and 9
14.I can divide 2 and 3 digit whole
numbers by 8 and 9 with and without a
remainder
15.I can continue simple patterns,
including multiplication tables
16.I can use simple function machines
involving multiplying and dividing
I have explored the contexts in
which problems involving decimal
fractions occur and can solve
related problems using a variety
of methods.
MNU 2-03b
1.I can use decimal fractions in a
variety of everyday situations eg.
Money, measure etc
------------------------------------------1.I can understand, read and write
decimal fractions to one decimal place
2.I can use number processes when
working with decimal fractions up to
one decimal place
3.I can understand, read and write
decimal fractions to two decimal places.
4.I can use number processes when
working with decimal fractions up to
two decimal places
5.I can understand and explain the
decimal answer displayed on a
calculator. i.e. 26 divided by four is 6
remainder 2 but on a calculator it is
26.5.
------------------------------------------I can read decimal places on a variety
of scales accurately.
Year Overview for Second Level
August
Topic: Learning Community
HWB Unit Term 1Friendship/
Relationships Unit
HWB 2-01a
HWB 2-02a
HWB 2-03a
HWB 2-04a
HWB 2-05a
HWB 2-09a
HWB 2-10a
HWB 2-11a
HWB 2-44a
HWB 2-44b
HWB 2-45a
HWB 2-45b
Literacypersonal writing/ poetry
LIT 2-01a
LIT 2-02a
LIT 2-06a
LIT 2-09a
LIT 2-13a
LIT 2-20a
ENG 2-26a
ENG 2-27a
ENG 2-28a
ENG 2-30a
ENG 2-31a
September
Topic: Bionic Body
(the body, genetics,
disability)
Sciences: Biological systems
SCN 2-12a
SCN 2-12b
SCN2-13a
SCN2-14a
SCN 2-14b
Health & wellbeing:
Mental, emotional, social
l & physical wellbeing
HWB 2-15a
HWB 2-21a
HWB 2-22a
HWB 2-23a
HWB 2-25a
HWB 2-26a
HWB 2-27a
HWB 2-28a
Numeracy – TimeTiming events
MNU- 2-10a
MNU- 2-10b
MNU- 2-10c
Literacy and English –
Persuasive and Discursive
ENG 2-03a
LIT 2-08a
LIT 2-09a
ENG 2-12a
Year 2
October
Topic: Cool Chemistry
Sciences: Materials
SCN 2-15a
SCN 2-15b
SCN 2-16a
SCN2-16b
SCN 2-19a
Health & wellbeing –
Safety & Risk
Management Unit 2
HWB 2-17a
HWB 2-16a
HWB 2-18a
Technologies - Food &
textiles contexts for
developing technological
skills & knowledge
TCH 2-11a
Numeracy- MeasureVolume/ weight
MNU 2- 09a
MNU 2- 09b
MNU 2- 09c
Literacy and English –
labelled diagrams and
science reports
LIT 2-05a
LIT 2-06a
LIT 2-09a
LIT 2-14a
LIT 2-15a
November – December
Topic: Christmas round
the world (puppets
Religious & Moral
Education: Christianity
RME 2-03b
RME 2-03c
Religious & moral
education: World religions
selected for study
RME 2-04b
RME 2-05a
RME 2-06a
RME 2-06c
RME 2-06b
Technologies – Craft,
design engineering
graphics contexts for
Developing
technological skills &
Knowledge
TCH 2-12a
Literacy and EnglishPlayscript
LIT 2-26a
ENG 2-31a
ENG 2-19a
LIT 2-20a
LIT 2-21a
LIT 2-22a
LIT 2-23a
Planning
Learning,
Teaching and
Assessment
LEARNER'S EXPERIENCES
Design challenging and engaging activities
which build on prior learning and provide
depth of learning and progression
ASSESSING & EVALUATING LEARNING
Use a range of formative and summative
approaches to determine progress
INCLUDING MODERATION
(FOUR PILLARS)
PLANNING THE LEARNING
Be clear on the key learning and allow learners
the opportunity to demonstrate their learning
Literacy and English, Writing Experiences and Outcomes, Securing a Level
In working at becoming secure at First Level children will experience these Experiences and Outcomes.
EARLY
FIRST
SECOND
V.C.O.P.
V.C.O.P.
V.C.O.P.
Within real and imaginary
situations, I share experiences
and feelings, ideas and
information in a way that
communicates my message.
LIT 0-26a
I enjoy exploring events and
characters in stories and other
texts and I use what I learn to
invent my own, sharing these with
others in imaginative ways.
LIT 0-09b / LIT 0-31a
I explore sounds, letters and
words, discovering how they work
together, and I can use what I
learn to help me as I read or
write.
ENG 0-12a / LIT 0-13a / LIT
0-21a
Having explored the elements which writers use in
different genres, I can use what I learn to create
my own stories, poems and plays with interesting
structures, characters and/or settings.
ENG 1-31a
By considering the type of text I am creating,[1] I
can select ideas and relevant information, organise
these in a logical sequence and use words which
will be interesting and/or useful for others.
LIT 1-26a LIT 1-20a /
By considering the type of text I am creating, I can
select ideas and relevant information, organise
these in an appropriate way for my purpose and use
suitable vocabulary for my audience.
LIT 2-26a
I am learning to use language and style in a way
which engages and/or influences my reader.
ENG 2-27a
Having explored the elements which writers use in
different genres, I can use what I learn to create
stories, poems and plays with an interesting and
appropriate structure, interesting characters
and/or settings which come to life.
ENG 2-31a
As I write for different purposes and readers, I
can describe and share my experiences, expressing
what they made me think about and how they made
me feel.
ENG 2-30a
LIT 1-20a / LIT 2-20a
LIT 2-22a
LIT 2-23a
Bundle E1
Bundle F1
LIT 2-20a/ LIT 1-22a /
LIT 1-23a / LIT 1-24a /
LIT 1-28a
Bundle S1
Create a 3 year cycle for the coverage of the bundles
Early Years 2014/15
IDL & Focus for
Assessment RME
IDL & Focus for
Assessment Science
IDL & Focus for
Assessment
Literacy
IDL & Focus for
Assessment Social
Subjects
IDL & Focus for
Assessment Art
Bundles to be
covered:
Bundles to be
covered:
Bundles to be
covered:
Bundles to be
covered:
RME E1
Literacy, E5
Maths, E4
Science Bundle E7
Science E1
Literacy, E4
Maths, E7
HWB E2
Lit E 6
Tech E 3
Numeracy E3
Sci E1
Soc Sub E7
Num E3
Tech E9
Sci E5
Art E5
Sci 4
Lit E8/E10
HWB E4
Lit E10
Maths E2
Sci E7
Apply
reasoning
Apply reasoning
Express opinions
Express
opinions
Develop and
reflect upon ideas
Organise and use
information
Express opinions
Develop an
awareness of
how to manage
their personal
health
Bundles to be
covered:
IDL & Focus for
Assessment
HWB
Bundles to be
covered:
Transferrable Skills to be assessed:
Ask questions or
hypothesise
Develop & reflect
on social, moral
and ethical
views
Ask questions or
hypothesise
Plan and Design
Procedures and
Experiments
Express
opinions
Organise and
use information
Areas covered by Partners across the year:
Police: Focus Safety - Road Safety Bundle HWB 6, Internet Safety Bundle HWB Bundle 5, ICT Bundle 4
Make informed
choices
BUNDLING WITHIN THE CURRICULUM
AREAS
Look at natural groupings within each
curriculum areas across the levels in
cognisance of your curriculum rationale
Bundling
BUNDLING ACROSS THE CURRICULUM
Consider what the learning looks like in each of
the levels to ensure all Es&Os are addressed
(covered)
BUNDLING/CURRICULUM OVERVIEW
Consider opportunities (based on rationale) for
discrete and interdisciplinary learning
Topic Design Principles – What can we do?
Context:
Term:
Class:
Creativity & Innovation
Citizenship
Personalisation & Choice
Enterprise
Careers and Aspirations
Challenge & Enjoyment
Sustainability
Financial Education
Breadth
Coherence
Progression
Depth
Higher Order Thinking Skills Planning - What can we do?
Context of Learning:
Class:
Creative
Evaluative
Analytical
Remembering
Applying
Understanding
Planned Assessment Area- Transference of Skills:
Focus:
CfE Level:
Focus Experiences
and Outcomes for
Assessment
Differentiated
Learning Intention
Class:
Differentiated Success Criteria /
Skills
Date:
Make, Say, Write, do
Day in the life... no electricity
Where are they from?
Electricity experiments
What are they?
How do they work?
Coal
There are cars
that don't need
petrol/diesel
How does it work?
Where is electricity from?
Oil
What would happen if
the world had none?
Turning off lights
Turn TV and
computers off at
ways to save energy
night
Fossil Fuels*
Learn about fossil fuels
What they knew already.
Questions they had about the topic.
What they would like to do in the topic.
Special lightbulbs
you can buy
Who invented them?
Are there any more?
Why are they used?
save energy in school
Renewable Energy*
Renewable Energy*
get it from food
Wind power
Bodies need energy
Wave power
Renewable energy
means you keep
using it
uses the sea
Solar Power
Uses the sun
How does it work?
uses wind
called wind
turbines and
wind farms
visit a house with solar panels
calories are
counted in food
Science experiments
visit a windfarm
How do they work?
kills birds
Draw landscapes with wind turbines
* Energy was given as the title and Fossil Fuels and Renewable Energy headings had to be given to them as they did not bring up
themselves. This has been the most difficult brainstorm I have ever done! Class were not motivated by topic at all and knew very
little on the whole.
Topic Reflection
Class Teacher
Date:
/ Class / Pupil
What worked well / What we liked
Areas for reflection – What we didn’t like/ How this could be made better?
Next Steps
Stage:
Teacher’s Planning
• Bundle E’s and O’s within Curriculum Areas
• Bundled IDL
• Curriculum 3 year programme – evidencing coverage
and focus
• Clear Success Criteria – highlighted to show coverage &
progression
• 4 Pillars Planning for Assessments
• HOTS & Design Principles – completed with children
• Class wall planning involving the children
• Evaluations - pupils and teacher together