We promote Subject We promote moral We promote social We promote cultural spiritual development development development development Mathematics By making connections By engaging pupils playfully; By the sharing of resources By asking questions about the for example, in unequal shares between pupils’ within the classroom, the history of maths: for example, mathematical skills and of resources, why might negotiating of responses and did the Greeks and ‘What real life; for example, someone be upset if they group problem solving. Romans discover that we create a tali chart of received less than other people? use in maths today?’ By analysing social data e.g. on which vehicles are seen in By reflecting on data that has poverty and bullying, including local area in year 2 and moral and ethical implications; cyber bullying in anti-bullying creating charts using statistics of UK population for example at harvest time, week. pupils consider the percentage in Year 5 of people around the world By considering pattern, suffering from hunger. symmetry and scale in both the man made and natural world.
Subject We promote spiritual development We promote moral development We promote social development We promote cultural development Mathematics By making connections between pupils’ mathematical skills and real life; for example, create a tali chart of which vehicles are seen in local area in year 2 and creating charts using statistics of UK population in Year 5 By considering pattern, symmetry and scale in both the man made and natural world. By engaging pupils playfully; for example, in unequal shares of resources, why might someone be upset if they received less than other people? By reflecting on data that has moral and ethical implications; for example at harvest time, pupils consider the percentage of people around the world suffering from hunger. By the sharing of resources within the classroom, the negotiating of responses and group problem solving. By analysing social data e.g. on poverty and bullying, including cyber bullying in anti-bullying week. By asking questions about the history of maths: for example, ‘What did the Greeks and Romans discover that we use in maths today?’
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