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Planning in Numeracy
Planning in Numeracy
Planning with Purpose: Starting with the Learner
Planning with Purpose: Starting with the Learner
In Numeracy, effective planning doesn’t begin by simply picking up where a student left off in June. Instead, it starts with a clear, current picture of where each child stands today. We use a range of assessment evidence to ensure learning is precisely matched to pupil needs, providing the right level of challenge from day one.
Our Approach:
Our Approach:
Power in the Pre: Before starting any new concept, teachers use our digital assessment tool to gather core evidence. This data directly informs our planning and highlights necessary interventions.
Formative Observation: We value the "in-the-moment" insights gained through daily classroom interaction.
Progress Records: Staff review individual progress records to see how each child is tracking against established Benchmarks.
Core Numeracy Lesson Outline
Core Numeracy Lesson Outline
- Interactive Number Sessions - Count With Me ( 10 /15 Min)
Every Core Numeracy lesson should begin with a 10 minute interactive number sessions. This does not need to be related to concepts being taught and should focus on number, number bonds, number relationships and the 4 key number operations.
Click here to learn all about how we deliver these sessions.
2. Sharing of Learning Intentions.
2. Sharing of Learning Intentions.
These should be constructed from the wording of the E & O with the verbs forming the basis of the statement.
Picture of teacher modelling - white boards
3. Modelling of concepts & skill development.
3. Modelling of concepts & skill development.
Class teacher or learner should model, using a variety of learning &teaching approaches, the concept being taught and the skills to be developed.
4. Co-construction of Success Criteria.
4. Co-construction of Success Criteria.
Now that learners know what they are learning and how to achieve success, they should be guided in collaboratively creating success for the lesson. These should be short, measurable, definitions of success starting with ‘I can...’
5. Differentiated Direct Teaching.
5. Differentiated Direct Teaching.
Further direct teaching with careful differentiation to meet the wide ranging learning needs of learners. This may be spilt into 2/3/4 different ‘learning episodes,’ using a range of approaches including ICT. Concrete, pictorial, and abstract materials may also support delivery & enhance skill development. Learning here could take the form of group work, paired or independent learning.
6. Learner Activities.
6. Learner Activities.
Learners should now be provided with a range of differentiated activities which allow them to apply their learning in both familiar & unfamiliar contexts.
Link to assessment page
7. Assessment.
7. Assessment.
This may take many forms ranging from, formative strategies (AiFL) to more formal summative approaches. Remember a high-quality end of topic/concept assessment should demonstrate, breadth, challenge & application in unfamiliar contexts.
8. Learning Review
8. Learning Review
Whole class/group collaboration re-capping Learning Intentions,measuring the achievement of the Success Criteria and identifying next steps in learning.
Numeracy Targets
Picture Hyperlinked to Numeracy Context Page
Numeracy Context
Numeracy Context
We look for opportunites for children to apply their numeracy across a wider range of contexts.
Click here to learn more about how we plan teach and assess numeracy in context.
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