Session 3: Planning for maths

Objectives To explore planning in maths in the long, medium and short term using the renewed framework; To build on existing good practice; To share examples of plans in preparation for dissemination in school.

Long and medium term planning – mapping out the units over the terms: For 2007 – 8: Length of terms: Autumn 1: 7 weeks (Blocks A1, B1 and begin C1?) Autumn 2: 8 weeks (finish C1, D1, E1 ?) Spring 1: 5 weeks (A2, B2 ?) Spring 2: 5 weeks (D2, E2 – elements of block C2 through cross curricular links?) Summer 1: 7 weeks ( C2, A3, B3?) Summer 2: 7 weeks (D3, E3, C3?)

Flexibility…. Consider the order of the units and how this fits in with what you do presently – are there any adjustments which you may want to make? C block - handling data and measures - links need to be made to science/geography. Where there are longer half terms, use flexibly to meet needs of the children. Could: re-visit areas which assessment have shown to be weaker Provide further opportunities for consolidating work and applying in different contexts. Make cross-curricular links

How does this view of long and medium term planning fit into your present plans? Strengths/weaknesses…so what?

Short term planning The phases support the core learning focus of the lesson.  Children should know what they are learning and why, and understand the progress they are making.  Children should participate actively within lessons/sessions and engage in enquiry based learning.  Timings for different parts of the lesson/session should fit the purposes of each part.  Planning should be reviewed and adapted to meet the developing needs of children’s learning.

Short term planning: The RTPAR cycle Teach PractiseApply Review

Considerations in planning a unit of work What learning objectives will be incorporated into the unit of work? How can connections be made? (what will go together over the two/three week period?) How will you make decisions about the relative importance of learning objectives in the unit for your children?(what is the appropriate NC weighting/what could be taught in short bursts in mental oral time/what are the children strong/weak on?) How will you find out what children already know about them? (to allow fine tuning of planning)

Considerations in planning a unit of work Are using and applying opportunities always clear and integrated within the content of the unit of work?(are there everyday opportunities for children to use at least some of the skills of UAM, be in the position where their thinking is challenged?) What are the opportunities to use ICT to enhance the learning? What do you forecast for the timings of the RTPAR cycle based on your knowledge of the children? (will some topics/concepts require more practice than others/will some groups of children need more practice than others?)

Look at the unit of work for a different year group with which you are familiar/currently teach. Consider the questions from the previous slide. Use the pro-forma to note your answers. Feedback on your tables

The detail…. What opportunities are there for speaking and listening including giving children the choice of when to use home language? Which teaching and learning strategies are fit for purpose? How will best use be made of resources including ICT to enhance learning? How will pupils be organised?  Which AfL strategies will be used? How will they inform the next stages in planning?

The detail…. What is the skill focus? How will you use any learning support available? How will pupils communicate their ideas? What methods of differentiation will be used? What learning styles will be used? How does the classroom environment promote them?