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Building Your Curriculum & Reducing Teacher Paperwork?

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Numeracy and Mathematics – Second Level Second level – 1, 2, &3 Estimation and RoundingNumber and Number Processes 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 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 2- 03a 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.

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Year Overview for Second Level Year 2 August Topic: Learning Community HWB Unit Term 1- Friendship/ 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 Literacy- personal 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 – Time- Timing 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 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- Measure- Volume/ 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 English- Playscript LIT 2-26a ENG 2-31a ENG 2-19a LIT 2-20a LIT 2-21a LIT 2-22a LIT 2-23a

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Planning Learning, Teaching and Assessment PLANNING THE LEARNING Be clear on the key learning and allow learners the opportunity to demonstrate their learning 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)

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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. EARLYFIRSTSECOND V.C.O.P. Bundle E1 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 V.C.O.P. Bundle F1 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. [1] LIT 1-26a LIT 1-20a / LIT 2-20a/ LIT 1-22a / LIT 1-23a / LIT 1-24a / LIT 1-28a V.C.O.P. Bundle S1 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.

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Create a 3 year cycle for the coverage of the bundles Early Years 2014/15 IDL & Focus for Assessment RME Bundles to be covered: RME E1 Literacy, E5 Maths, E4 Science Bundle E7 IDL & Focus for Assessment Science Bundles to be covered: Science E1 Literacy, E4 Maths, E7 HWB E2 IDL & Focus for Assessment Literacy Bundles to be covered: Lit E 6 Tech E 3 Numeracy E3 Sci E1 IDL & Focus for Assessment Social Subjects Bundles to be covered: Soc Sub E7 Num E3 Tech E9 Sci E5 IDL & Focus for Assessment Art Bundles to be covered: Art E5 Sci 4 Lit E8/E10 IDL & Focus for Assessment HWB Bundles to be covered: HWB E4 Lit E10 Maths E2 Sci E7 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 Apply reasoning Express opinions Organise and use information Apply reasoning Express opinions Organise and use information Express opinions Develop and reflect upon ideas Express opinions Develop an awareness of how to manage their personal health Make informed choices Areas covered by Partners across the year: Police: Focus Safety - Road Safety Bundle HWB 6, Internet Safety Bundle HWB Bundle 5, ICT Bundle 4

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Bundling BUNDLING WITHIN THE CURRICULUM AREAS Look at natural groupings within each curriculum areas across the levels in cognisance of your curriculum rationale 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

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Topic Design Principles – What can we do? Context: Term: Class: Creativity & InnovationCitizenshipPersonalisation & Choice EnterpriseCareers and AspirationsChallenge & Enjoyment SustainabilityFinancial EducationBreadth CoherenceProgressionDepth

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Higher Order Thinking Skills Planning - What can we do? Context of Learning: Class: CreativeEvaluativeAnalytical RememberingApplyingUnderstanding

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Planned Assessment Area- Transference of Skills: Focus: Class: Date: CfE Level: Focus Experiences and Outcomes for Assessment Differentiated Learning Intention Differentiated Success Criteria / Skills Make, Say, Write, do

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Topic ReflectionDate: Class Teacher/ Class / PupilStage: What worked well / What we liked Areas for reflection – What we didn’t like/ How this could be made better? Next Steps

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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

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