The Concept of Learning Challenges Presenting Targets as Questions 1.They automatically insist on deep thinking. 2.The ‘challenge’ concept motivates children.

Presentation on theme: "The Concept of Learning Challenges Presenting Targets as Questions 1.They automatically insist on deep thinking. 2.The ‘challenge’ concept motivates children."— Presentation transcript:

The Concept of Learning Challenges Presenting Targets as Questions 1.They automatically insist on deep thinking. 2.The ‘challenge’ concept motivates children. 3.They ensure that the entire learning episode is centred on key learning and teaching points and success criteria. 4.They inherently bring out skills and understanding. 5.Focusing the plenary on whether the learning challenge has been met, along with evidence, ensures that on-going teacher assessment and child self- assessment is of a very high quality. 6.They effortlessly reveal under-achievement. All children should move from not being able to meet their challenge to being able to meet their challenge. -Starting the learning episode able to meet the challenge or finishing the learning episode unable to meet the challenge potentially indicates under- achievement.

Personal Challenges: Level 1b Name: Date 1 Can you count from 0-20 in a range of settings? 8 Do you know the meaning of: too many, estimate, before, next to, after, between? 2 Can you add 1 to any number to 10 and record your operation? 9 Can you respond to the terms: sum, total, one more, one less, difference? 3 Can you take 1 away from any number to 10 and record your operation? 10 Can you recognise repeating patterns that have 3 items in them? 4 Can you add 2 or 3 sets of numbers together up to 10? 11 Can you recognise and name common 2D and 3D shapes? 5 Can you solve a problem involving adding on 1, eg, I have 3 sweets and I am given one more, how many do I have now? 12 Can you recognise these terms associated with 3D shapes: solid, hollow, curved, corner, edge, face, straight? 6 Can you estimate how many objects are there in a group up to 10? 13 Can you order 3 or more objects by weight or length? 7 Can you recognise the coins: 1p, 2p, 5p, 10p, 20p, 50p, £1? 14 Can you the following time words: day, night, days of the week, hour, o’clock, half past, yesterday, tomorrow? © Clive Davies, Focus Education UK Ltd

Personal Challenges: Level 1a Name: Date 1 Can you count and read all numbers between 0 and 20? 9 Can you work out ‘how many more’ you need to add to or take away from a number to make another? 2 Can you order al numbers to at least 20? 10 Can you add 2 coins together and know how much you have got? 3 Can you partition any number up to 20 into tens and units? 11 Can you find a 2D shape that has four sides the same length? 4 Can you work out what a missing number is in a sequence of numbers to 20? 12 Can you name and pick out a shape that has 3 sides and 3 corners? 5 Can you tell which number is the larger or smaller in numbers up to 30? 13 Can you follow the following instructions: over, under, underneath, next to, before, opposite, between, top, bottom, side? 6 Do you use the symbols + (plus); - (minus) and = (equals)? 14 Can you continue a pattern using a set of red and yellow squares/ triangles, etc? 7 Do you know what is meant by ‘minus’ and ‘equals to? 15 Can you create a repeating pattern of your own? 8 Can you use the mathematical vocabulary for Year 1 in the Numeracy Strategy? 16 Can you recognise arrows? © Clive Davies, Focus Education UK Ltd

Personal Challenges: Level 2b Name: Date 1 Can you count, read, write and order numbers to 50? 10 Can you take a one digit number from a 2 digit number? 2 Can you use 1p, 2p, 5p, 10p, 20p, and 50p to make up amounts to 50p? 11 Do you know the name of the 2D shapes: pentagon, hexagon? 3 Can you use the set of coins from above to order them lowest first and then highest first? 12 Do you know what a right angle looks like? 4 Can you recognise odd and even numbers to 50 in a sequence? 13 Can you sketch a line of symmetry in pictures like butterflies? 5 Can you double or halve numbers to 20? 14 Are beginning to use the terms litres and kilograms to estimate length and weight? 6 Can you use mental strategies to solve simple problems using counting, adding, subtraction, doubling and halving? 15 Can you measure to the nearest metre, kilogram or litre? 7 Can you find the quarter of numbers like: 4, 8 or 20? 16 Can you measure to the nearest metre, kilogram or litre? 8 Do you recognise the relationship between addition and subtraction? 17 Can you read the time to o’clock, half past, quarter past and quarter to? 9 Can you add a one digit number to a 2 digit number? 18 Can you gather and record information on tables? © Clive Davies, Focus Education UK Ltd

Download ppt "The Concept of Learning Challenges Presenting Targets as Questions 1.They automatically insist on deep thinking. 2.The ‘challenge’ concept motivates children."

Similar presentations