Children use everyday Children estimate, measure, Children linking KUW with SSM Lots of opportunities to explore ELG 12 Shape, space language to talk about size, weigh and compare and order bird’s nest is a circle” SSM in child initiated learning “The “I’m and measures weight, capacity, position, objects and talk about taller than Lots of examples of (scales, threading, fractions, “ … distance, time and money properties, position and time. children identifying 2d and 3d symmetry and butterflies). to compare quantities and shapes in the environment Often children are unaware that “the objects and to solve fish tank is a sphere”. Practitioner they are exploring shape as it is problems. They recognise, models in many areas of the immersed in a creative context create and describe curriculum (junk modelling, shape e.g. using the xylophone to patterns. They explore printing, coin sorting in the role create a repeating characteristics of everyday play area). The children have pattern/compose music. Use of objects and shapes and often taken learning to the Beebots and treasure maps to ‘next use mathematical language level’ e.g. when exploring capacity give the children purpose for to describe them. full, half full and empty cup positional language. Time is “The holds 200 ml that is a big number, embedded in our class routine, that means it’s full!”. visual timetable, class calendar. have had our register, we “We have had our early morning work, next is Children …”. follow and refer to the class timetable throughout the day. Lots of problem solving opportunities involving measuring, growing our own plants. Birthdays, class calendar, events in our day, scales. When pedalling outside too heavy to pedal!”. “you’re
ELG 12 Shape, space and measures Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them. Children estimate, measure, weigh and compare and order objects and talk about properties, position and time. Children linking KUW with SSM “The bird’s nest is a circle” “I’m taller than “ … Lots of examples of children identifying 2d and 3d shapes in the environment “the fish tank is a sphere”. Practitioner models in many areas of the curriculum (junk modelling, shape printing, coin sorting in the role play area). The children have often taken learning to the ‘next level’ e.g. when exploring capacity full, half full and empty “The cup holds 200 ml that is a big number, that means it’s full!”. Lots of opportunities to explore SSM in child initiated learning (scales, threading, fractions, symmetry and butterflies). Often children are unaware that they are exploring shape as it is immersed in a creative context e.g. using the xylophone to create a repeating pattern/compose music. Use of Beebots and treasure maps to give the children purpose for positional language. Time is embedded in our class routine, visual timetable, class calendar. “We have had our register, we have had our early morning work, next is …”. Children follow and refer to the class timetable throughout the day. Lots of problem solving opportunities involving measuring, growing our own plants. Birthdays, class calendar, events in our day, scales. When pedalling outside “you’re too heavy to pedal!”.
Crossing%20the%20exceeding%20threshold%20ELGs%201-17%202017%20example.docx