Speaking and listening objectives for the block
BLOCK C
YEAR
4, 5 & 6 Use time, resources and group
members efficiently by
Unit 1 distributing tasks, checking
progress, making backup
2 Weeks plans
STRAND CODE Year 4 Objectives
Suggest a line of enquiry and
the strategy needed to follow
it; collect, organise and
interpret selected information
to find answers
Using and Applying
Report solutions to puzzles
and problems, giving
explanations and reasoning
orally and in writing, using
diagrams and symbols
Choose and use standard
metric units and their
abbreviations when
estimating, measuring and
recording length, weight and
capacity; know the meaning
of ‘kilo’, ‘centi’ and ‘milli’
and, where appropriate, use
decimal notation to record
measurements
(e.g. 1.3 m or 0.6 kg)
Measuring
Interpret intervals and divisions
on partially numbered scales
and record readings
accurately, where appropriate
to the nearest tenth of a unit
Answer a question by
identifying what data to
collect; organise, present,
analyse and interpret the
data in tables, diagrams,
tally charts, pictograms and
bar charts, using ICT where
appropriate
Handling Data
Plan and manage a group task
over time by using different
levels of planning
Year 5 Objectives
Plan and pursue an enquiry;
present evidence by collecting,
organising and interpreting
information; suggest
extensions to the enquiry
Explain reasoning using
diagrams, graphs and text;
refine ways of recording using
images and symbols
Read, choose, use and record
standard metric units to
estimate and measure length,
weight and capacity to a
suitable degree of accuracy
(e.g. the nearest centimetre);
convert larger to smaller units
using decimals to one place
(e.g. change 2.6 kg to 2600 g)
Interpret a reading that lies
between two unnumbered
divisions on a scale
Find and interpret the mode of
a set of data
Answer a set of related
questions by collecting,
selecting and
organising relevant data; draw
conclusions, using ICT to
present features, and identify
further questions to ask
Construct frequency tables,
pictograms and bar and line
graphs to represent the
frequencies of events and
changes over time
Assessment for Learning
Make notes when
listening for a sustained How are you going to collect the data? How will you organise the You will be making observations of visits to the bird table. You may want to make a tally or to annotate a diagram.
period and discuss how tasks? You have an hour to find out which soft drink children in this class How will you sample and record information?
note-taking varies What helped you to collect the data efficiently? prefer. Work out how much time you will give to each part of the task. How will you note the information accurately?
depending on context How will you convert your notes into a form that can be used in your enquiry?
and purpose
Year 6 Objectives Year 4 Year 5 Year 6
Suggest, plan and What are you trying to find out? What information are you aiming to What are you trying to find out? What information are you aiming to What information will you need to collect to pursue your enquiry?
develop lines of enquiry; collect? How? collect? How? How will you collect it?
collect, organise and What do you think the result will be? Why? What other questions could you ask now that you have finished your What does this graph tell you? What makes the information in the graph easy or difficult to interpret?
represent information, Why have you chosen to collect that information? What will it tell you? enquiry? What were the advantages of using a computer?
interpret results and Gulab says that most children in our class walk to school. What data What would you do differently if you carried out the enquiry again? What does the data tell you about your original question?
review methods; identify would you suggest that he collects to find out whether he is right? What further information could you collect to pursue your enquiry question more fully?
and answer related
questions
What have you found out? Does anything surprise you? Why? What does the data tell you about your original question?
What evidence do you have to support your conclusions? Why did you choose this type of table, graph or chart?
What other questions could you ask now that you have finished your What did you find out? What evidence do you have to support your
enquiry? conclusions?
What would you do differently if you carried out the enquiry again? Are your results what you expected or were there any surprises?
Read and interpret Estimate the weight of this bag of carrots. And of this tin of soup. Estimate the mass of this bag of carrots. Weigh the bag to see how Give me a measurement that would lie between these points on this scale (e.g. between 4.6 kg and 4.7 kg).
scales on a range of Which units would you use to measure the weight of an orange? close you are. How much liquid do you think is represented on this scale? What divisions would help you if we could add them to the scale?
measuring instruments, A centimetres Weigh this apple to the nearest 10 grams. Approximately how many
recognising that the B millilitres apples of a similar size together would weigh 1 kg? How did you get
measurement made is C grams your answer?
approximate and D kilograms Which of these sets of scales could you use to weigh out one portion of
recording results to a Which is heavier: 2000 g or 3 kg? Explain how you know. grapes? Which would you not use? Why?
required degree of Can you tell me another way to say or write 8 kilograms? What about Would you prefer to use balance scales plus weights or dial scales to
accuracy; compare 500 grams? weigh a potato? Explain your choice.
readings on different How would you find the mass of one counter?
scales, for example What is 26.5 kilograms in grams?
when using different
instruments The diagram shows the volume of water in two measuring jugs.
Which jug contains more water, A or B? How much more does it contain?
Select and use Here are some apples. What is the total weight of the apples? What is the value of each interval on this scale? What information did Draw a flow chart to help someone convert between mm, cm, m and km.
standard metric units you read on the scale to help you? What calculations did you do? How else can we write 2300 g?
of measure and Find out how many grapes together weigh between 155 g and 160 g.
convert between units
using decimals to two
places (e.g. change
2.75 litres to 2750 ml,
or vice versa) Imagine a centimetre tape measure. The first part has been torn off and
it starts at 8 centimetres. How can you use it to make a measurement
in centimetres?
Describe and interpret What information will you need to collect to answer your question? Sam found out the shoe sizes of people in his class. The mode was 4. What did you find out? What evidence do you have to support your conclusions?
results and solutions to How will you collect it? Explain what this means using everyday language. Are your results what you expected or were there any surprises?
problems using the How will you organise your data? How will you display it? What is the mode of the age of children on your table? How did you find Rob runs 100 metres ten times.
mode, range, median What titles have you given your graphs? What labels have you put on out? These are his times in seconds.
and mean the axes? Write a number in each of these boxes so that the mode of the five
What does this table tell you? Why did you choose a table to show your numbers is 11.
information? Why is it easy to interpret? What is his mean (average) time?
Look carefully at one of your tables. How did it help you find out more [Give children the test scores for two different classes.] Which class do you think has done the best overall? Give reasons for your answer.
about the data?
Solve problems by What information will you need to collect to answer these questions? What are you trying to find out? What information are you aiming to collect? How?
collecting, selecting, How will you collect it? What is your data telling you?
processing, What does this graph tell you? Was there anything in your results that surprised you?
presenting and What makes the information easy or difficult to interpret? What would you do differently if you carried out the enquiry again?
interpreting data, Does anything surprise you? What questions would you now like to investigate?
using ICT where Look at this graph, table or chart. Make up three questions that can be
appropriate; draw answered using the data that is represented.
conclusions and What were the advantages of using a computer?
identify further What further information could you collect to answer the question more
questions to ask fully?
Construct and interpret How will you display your data? What kind of graph or chart will you use to represent this data?
frequency tables, bar How did you decide on the scale for this axis? What information is missing from this table, graph or chart?
charts with grouped What labels have you put on the axes? What titles have you given your Why did you choose this type of table, graph or chart?
discrete data, and line graphs and charts? How did you decide on the scale for this axis?
graphs; interpret pie Why did you choose this type of graph? Look at this line graph showing the temperature in a room over 24 hours. Make up three questions that can be answered using the data that
charts is represented.