The initial part of the planning process involves the teacher establishing a good context for learning that the children are motivated to learn about and have responsibility for. Then time is spent in listening to the children and providing opportunities for them to explore, allowing their natural curiosity to lead their learning, whilst working within the mathematics framework.
The experiences and outcomes are used to ensure progression and development of mathematical skills within and across levels.
Ongoing monitoring and evaluation ensures that all aspects of the mathematics curriculum are effectively experienced. Teachers know this when they use the experiences and outcomes as part of their planning and use this to assess pupils' understanding and progress. Pupils are given feedback on their learning and are involved in the process of self-evaluation leading to the identification of next steps in learning.
Lines of Development
Explore the different lines of development related to each project:Using map work skills to survive - Angle, symmetry and transformation
Peer mentoring in time - Time
Planning and preparing lunch - Money, Measurement, Data and analysis
Stop-motion animation premiere - Time, Money, Data and analysis
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