opportunities for informal work in their heads. assessment. (QTS Pt1: Reflect on children’s 4d) thinking about mathematics they encountered. 4: and Decimals, Ratio Reading: - School and class Proportion and of the school’s Transforming Primary mentor discussions approach to Maths, London Routledge and observations; Look at multiplication and Tutor progression within the new division. assessments; National Curriculum Portfolio of Have a better cross-curricular evidence; understanding of the NC, mathematics and how Subject Primary framework/NNS this can be planned knowledge audits. approach to multiplication and into a lesson. division using mental methods, number line, on varying lesson jottings, written methods and plans so that learning calculators. (QTS Pt1: 3a) outcomes can be Consider judged at the end of opportunities for each teaching session. mathematical learning; (QTS Pt1: 4e) Develop logical approaches and systematic thinking for yourself and your teaching; grid for the assignment 5: and Measures – Planning of some practical Plan a practical task for Task. of Shape and tasks for the classroom, symmetry and School and class direction and Motion. using angles, shape, position/direction/angle mentor discussions Use of appropriate symmetry etc. work using and observations. measuring instruments. objectives/examples from Tutor Understand parallel, right NNS. assessments. Planning practical tasks for angles, diagonal lines Portfolio of symmetry and and their properties. evidence. position/direction/angle Use of reflection and Subject work using translation. knowledge audits. objectives/examples from Be able to further NNS. aspects of 2D shape, including transformations, tessellation and packing; Plan for differentiated tasks in mathematics lessons. (QTS Pt1: 5a). Measure of Area and Perimeter including – composite shapes. Explore progression through symmetry, coordinate representation and use of angle and plan some practical tasks for the classroom; (QTS Pt1: 3a). Look at nets of common 3d shapes. Look at four quadrants (including negatives).
opportunities for informal assessment. (QTS Pt1: 4d) work in their heads. Reflect on children’s thinking about mathematics they encountered. 4: and Decimals, Ratio Proportion and Look at progression within the new National Curriculum Have a better understanding of the NC, Primary framework/NNS approach to multiplication and division using mental methods, number line, jottings, written methods and calculators. (QTS Pt1: 3a) Consider opportunities for mathematical learning; (QTS Pt1: 4e) Develop logical approaches and systematic thinking for yourself and your teaching; grid for the assignment of the school’s approach to multiplication and division. cross-curricular mathematics and how this can be planned into a lesson. on varying lesson plans so that learning outcomes can be judged at the end of each teaching session. Reading: - Transforming Primary Maths, London Routledge School and class mentor discussions and observations; Tutor assessments; Portfolio of evidence; Subject knowledge audits. 5: and Measures – of Shape and direction and Motion. Use of appropriate measuring instruments. Understand parallel, right angles, diagonal lines and their properties. Use of reflection and translation. Be able to further aspects of 2D shape, including transformations, tessellation and packing; Plan for differentiated tasks in mathematics lessons. (QTS Pt1: 5a). Measure of Area and Perimeter – including composite shapes. Explore progression through symmetry, coordinate representation and use of angle and plan some practical tasks for the classroom; (QTS Pt1: 3a). Look at nets of common 3d shapes. Look at four quadrants (including negatives). Planning of some practical tasks for the classroom, using angles, shape, symmetry etc. Planning practical tasks for symmetry and position/direction/angle work using objectives/examples from NNS. Plan a practical task for symmetry and position/direction/angle work using objectives/examples from NNS. Task. School and class mentor discussions and observations. Tutor assessments. Portfolio of evidence. Subject knowledge audits.