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Devon Mixed Age Planning Yr

# Devon Mixed Age Planning Yr

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This is the mediu ter planning that I showed at the last meeting
This is the mediu ter planning that I showed at the last meeting

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03/18/2014

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Mixed age planning R-2 June 2007

The planning structure for each year is organised into five blocks. The structure is the same for each year group. A block is designed to cover the equivalent of 6 weeks or 9 weeks of teaching. Each block has incorporated into it objectives from the Using and applying mathematics strand and from two or three of the other core strands. The blocks are:

\u2022
Block A: Counting, partitioning and calculating
\u2022
Block B: Securing number facts, understanding shape
\u2022
Block C: Handling data and measures
\u2022
Block D: Calculating, measuring and understanding shape
\u2022
Block E: Securing number facts, relationships and calculatingEach block is made up of three units. A unit represents 2 or 3 weeks of teaching.

For each of the 15 units that cover the teaching year there are overviews of children's learning, assessment questions and suggested resources. These
are intended to provide you with support when planning the children's learning and reviewing their progress. The units are designed to be used
independently when planning a period of 2 or 3 weeks' work. However, when mapping out the blocks and units over the term or year the inter-
relatedness of the content and pitch of the units needs to be taken into account. There are various ways that the units can be pieced together to provide

children with a coherent learning experience and the example provided can be adapted to suit your own circumstances and the children's needs.
1
Block A: Counting,
partitioning and
calculating
(6 w e e k s )
Block B: Securing number facts,
understanding shape
(9 weeks)
Block C: Handling data
and measures
(6 weeks)
Block D: Calculating, measuring
and understanding shape
(6 weeks)
Block E: Securing number facts,
relationships and calculating
(9 weeks)
U n it A 1
U n it B 1
U n it C 1
U n it D 1
U n it E 1
U n it A 2
U n it B 2
U n it C 2
U n it D 2
U n it E 2
U n it A 3
U n it B 3
U n it C 3
U n it D 3
U n it E 3
Mixed age planning R-2 June 2007
Week
& date
Topics
Reception
Y1
Y2
12
Block A: Counting,
partitioning and
calculating

Focus/Big idea:
digit numbers
Count on/back

Describe solutions to practical problems,
drawing on experience, talking about their
own ideas, methods and choices

Say and use number names in order in
familiar contexts
Recognise numerals 1 to 9

Know that numbers identify how many
objects are in a set
Count reliably up to 10 everyday objects
Match sets of objects to numerals that
represent the number of objects
Estimate how many objects they casn see
and check by counting

In practical activities and discussion begin
to use the vocabulary involved in adding
and subtracting.

Describe ways of solving puzzles and
problems, explaining choices and
decisions orally or using pictures

Read and write numerals from 0 to 20,
then beyond; use knowledge of place
value to position these numbers on a
number track and number line

Compare and order numbers, using the
related vocabulary; use the equals ( )
sign

Count reliably at least 20 objects,
recognising that when rearranged the
number of objects stays the same;
estimate a number of objects that can be
checked by counting

Say the number that is 1 more or less
than any given number, and 10 more or
less for multiples of 10.
Relate addition to counting on; recognise
that addition can be done in any order;
use practical and informal written
methods to support the addition of a
one-digit number or a multiple of 10 to a
one-digit or two-digit number

Use the vocabulary related to addition
and subtraction and symbols to describe
number sentences

Present solutions to puzzles and
problems in an organised way; explain
decisions, methods and results in
pictorial, spoken or written form, using
mathematical language and number
sentences

Read and write two-digit and three-digit
numbers in figures and words; describe
and extend number sequences and
recognise odd and even numbers

Order two-digit numbers and position
them on a number line; use the greater
than and less than signs

Count up to 100 objects by grouping
them and counting in tens, fives or twos;
explain what each digit in a two-digit
number represents, including numbers
where 0 is a place holder; partition two-
digit numbers in different ways, including
into multiples of 10 and 1

Add or subtract mentally a one-digit
number or a multiple of 10 to or from any
two-digit number; use practical and
informal written methods to add and
subtract two-digit numbers

Understand that subtraction is the inverse
of addition and vice versa; use this to
derive and record related addition and
subtraction number sentences

2
Mixed age planning R-2 June 2007
345

Block B: Securing
number facts,
understanding
shape

Focus: Number
facts 2 weeks
Shape and Space
1 week

simple patterns

Use developing mathematical ideas
and methods to solve practical
problems

Observe number relationships and
patterns in the environment and use
these to derive facts.

Use language such as 'more' or 'less'
to compare two numbers.

Use language such as 'circle' or
'bigger' to describe the shape and size
of solids and flat shapes

Use familiar objects and common
shapes to create and recreate patterns
and build models.

Describe simple patterns and
relationships involving numbers or
shapes; decide whether examples
satisfy given conditions

Solve problems involving counting,
in the context of numbers, measures or
money, for example to 'pay' and 'give
change'

Derive and recall all pairs of numbers
with a total of 10 and addition facts for
totals to at least 5; work out the
corresponding subtraction facts.

Say the number that is 1 more or less
than any given number, and 10 more
or less for multiples of 10

Visualise and name common 2-D
shapes and 3-D solids and describe
their features; use them to make
patterns, pictures and models

Describe patterns and relationships
involving numbers or shapes, make
predictions and test these with
examples.

subtraction\u2026 in contexts of
numbers, measures or pounds and
pence.

Derive and recall all addition and
subtraction facts for each number to
at least 10, all pairs with totals to 20
and all pairs of multiples of 10 with
totals up to 100.

Use knowledge of number facts and
operations to estimate and check

Visualise common 2-D shapes and 3-D
solids; identify shapes from pictures of
them in different positions and
orientations; sort, make and describe
shapes, referring to their properties.

3