Planning for differentiationwithin a mixed aged class.
   My Role   Experience   Our School
Our School
Front
One area of   play
Built in 1846
New extension and playground
   How do we plan for core subjects Numeracy    (Maths) and Literacy (English) National    Curriculum and differentiation...
Where we start
Delamere C of E Primary School                                                                     Medium Term Planning Ma...
Delamere C of E Primary School                                                                     Medium Term Planning Ma...
Delamere C of E Primary School                                                                     Medium Term Planning Ma...
Mental/oral                                             Main Teaching Activity                                            ...
The Planning Process
Delamere CE Primary School- Dialogue and PlaysClass/Set:                            W/B:                        Term:     ...
Date:     Learning Challenge                Quality First Teaching Input:                   Independent         Guided Gro...
   Making everybody feel involved   Eradicate the thought of different abilities   Looking for older role models within...
Drama ProjectsDressing Up Days- Getting intoCharacter
Chinese Culture                      Historical Setting                  Story Settings
Local professionals                          Building trust                      Joint cooking
Children’s Ideas- Pirates of the CaribbeanHelping Others Understand School Experiences
Careers to inspire writingGardening Projects            Future Careers (Life Skills)
Planning for differentiation within a mixed age class
Planning for differentiation within a mixed age class
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Planning for differentiation within a mixed age class

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Ricky Huddard's presentation during their to visit to multigrade schools in South Africa.

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Transcript of "Planning for differentiation within a mixed age class"

  1. 1. Planning for differentiationwithin a mixed aged class.
  2. 2.  My Role Experience Our School
  3. 3. Our School
  4. 4. Front
  5. 5. One area of play
  6. 6. Built in 1846
  7. 7. New extension and playground
  8. 8.  How do we plan for core subjects Numeracy (Maths) and Literacy (English) National Curriculum and differentiation Children as the experts- Small school, we all work together as a family
  9. 9. Where we start
  10. 10. Delamere C of E Primary School Medium Term Planning Mathematics:Unit B Block B1 Year 2 Year 3 Year 4 Describe patterns and relationships involving Represent the information in a puzzle or problem Identify and use patterns, relationships and properties of numbers or shapes, make predictions and test using numbers, images or diagrams; use these to numbers or shapes; investigate a statement involving these with examples find a solution and present it in context, where numbers and test it with examples appropriate using £.p I can sort a set of 3-D shapes I can use what I know about polygons to group them into I can continue a number pattern I can solve problems using numbers, pictures and regular and irregular polygons I can explain how I know diagrams Solve one-step and two-step problems involving numbers, I can solve a problem involving money Identify patterns and relationships involving money or measures, including time numbers or shapes, and use these to solve Derive and recall all addition and subtraction I can round numbers in a calculation to help me estimate problems facts for each number to at least 10, all pairs the answer to the calculation with totals to 20 and all pairs of multiples of 10 I can describe patterns when I solve problems Use knowledge of addition and subtraction facts and place with totals up to 100 I know and use addition and subtraction facts for all value to derive sums and differences of pairs of multiples I can recall number facts for each number up to numbers to 20 of 10, 100 or 1000 10 I know the 2, 3, 4, 5, 6 and 10 times–tables and use Draw polygons and classify them by identifying their Derive and recall multiplication facts for the 2, 5 them for division facts properties, including their line symmetry and 10 times-tables and the related division Use knowledge of number operations and I know facts about regular polygons such as the number of facts; recognise multiples of 2, 5 and 10 corresponding inverses, including doubling and sides and number of angles Visualise common 2-D shapes and 3-D solids; halving, to estimate and check calculations I can pick out irregular polygons that have at least one identify shapes from pictures of them in different right angle I can estimate and check my calculations positions and orientations; sort, make and Visualise 3-D objects from 2-D drawings; make nets of describe shapes, referring to their properties Relate 2–D shapes and 3–D solids to drawings of common solids them; describe, visualise, classify, draw and make I can look at pictures of 2-D shapes and name the shapes If I see a drawing of a cube or a pyramid I can visualise the them solid shapes. I can make a 3d net I can recognise shapes from drawings
  11. 11. Delamere C of E Primary School Medium Term Planning Mathematics:Unit B Block B1 Year 2 Year 3 Year 4 Describe patterns and relationships involving Represent the information in a puzzle or problem Identify and use patterns, relationships and properties of numbers or shapes, make predictions and test using numbers, images or diagrams; use these to numbers or shapes; investigate a statement involving these with examples find a solution and present it in context, where numbers and test it with examples appropriate using £.p I can sort a set of 3-D shapes I can use what I know about polygons to group them into I can continue a number pattern I can solve problems using numbers, pictures and regular and irregular polygons I can explain how I know diagrams Solve one-step and two-step problems involving numbers, I can solve a problem involving money Identify patterns and relationships involving money or measures, including time numbers or shapes, and use these to solve Derive and recall all addition and subtraction I can round numbers in a calculation to help me estimate problems facts for each number to at least 10, all pairs the answer to the calculation with totals to 20 and all pairs of multiples of 10 I can describe patterns when I solve problems Use knowledge of addition and subtraction facts and place with totals up to 100 I know and use addition and subtraction facts for all value to derive sums and differences of pairs of multiples I can recall number facts for each number up to numbers to 20 of 10, 100 or 1000 10 I know the 2, 3, 4, 5, 6 and 10 times–tables and use Draw polygons and classify them by identifying their Derive and recall multiplication facts for the 2, 5 them for division facts properties, including their line symmetry and 10 times-tables and the related division Use knowledge of number operations and I know facts about regular polygons such as the number of facts; recognise multiples of 2, 5 and 10 corresponding inverses, including doubling and sides and number of angles Visualise common 2-D shapes and 3-D solids; halving, to estimate and check calculations I can pick out irregular polygons that have at least one identify shapes from pictures of them in different right angle I can estimate and check my calculations positions and orientations; sort, make and Visualise 3-D objects from 2-D drawings; make nets of describe shapes, referring to their properties Relate 2–D shapes and 3–D solids to drawings of common solids them; describe, visualise, classify, draw and make I can look at pictures of 2-D shapes and name the shapes If I see a drawing of a cube or a pyramid I can visualise the them solid shapes. I can make a 3d net I can recognise shapes from drawings
  12. 12. Delamere C of E Primary School Medium Term Planning Mathematics:Unit B Block B1 Year 2 Year 3 Year 4 Describe patterns and relationships involving Represent the information in a puzzle or problem Identify and use patterns, relationships and properties of numbers or shapes, make predictions and test using numbers, images or diagrams; use these to numbers or shapes; investigate a statement involving these with examples find a solution and present it in context, where numbers and test it with examples appropriate using £.p I can sort a set of 3-D shapes I can use what I know about polygons to group them into I can continue a number pattern I can solve problems using numbers, pictures and regular and irregular polygons I can explain how I know diagrams Solve one-step and two-step problems involving numbers, Visualise common 2-D shapes and 3-D Identify patterns and relationships involving money or measures, including time solids; identify shapes from pictures of numbers or shapes, and use these to solve I can round numbers in a calculation to help me estimate them in different positions and problems the answer to the calculation orientations; sort, make and describe I can describe patterns when I solve problems shapes, referring to their properties Use knowledge of addition and subtraction facts and place I know and use addition and subtraction facts for all value to derive sums and differences of pairs of multiples I can solve a problem involving money numbers to 20 of 10, 100 or 1000 Derive and recall all addition and subtraction Use knowledge of number operations and Draw polygons and classify them by identifying their facts for each number to at least 10, all pairs corresponding inverses, including doubling and properties, including their line symmetry with totals to 20 and all pairs of multiples of 10 halving, to estimate and check calculations with totals up to 100 I know facts about regular polygons such as the I can estimate and check my calculations number of sides and number of angles can recall number facts for each number up to I can pick out irregular polygons that have at least one 10 Relate 2–D shapes and 3–D solids to right angle drawings of them; describe, visualise, Derive and recall multiplication facts for the 2, 5 classify, draw and make the shapes Visualise 3-D objects from 2-D drawings; make nets of and 10 times-tables and the related division common solids facts; recognise multiples of 2, 5 and 10 I can recognise shapes from drawings If I see a drawing of a cube or a pyramid I can visualise I can look at pictures of 2-D Look at lines of symmetry the solid shapes. I can make a 3d net shapes and look for symmetry
  13. 13. Mental/oral Main Teaching Activity Plenary Obj Activity Obj Strategies G1 Easy G1 Hard G2 Easy Group 3 Resources Key points HardM Rehears Select a Recog line Year 2/3/4 Chn Give chn Give chn Chn create Abacus T Recognising e card symm in Place a sheet of A3 investigate shapes halves of symm Card S3 a shape has addition from a shapes paper on the board. cut-out cut out of symm shapes on Y4, symm if one pairs to set of Recog Draw a vertical shapes for squared shapes geoboards, Mental side will 7,8,9 number shapes (mirror) line on the lines of paper. drawn on then copy Warm-ups fold exactly cards 0- with no paper. Draw half a symm by They geoboard onto p3 Y3, Act onto the 7, hold it lines of rectangle meeting the folding. draw lines paper. geoboard Bk p53 other. up & readsymm mirror line on one They of symm The chn paper. no2 Y3, Divide the aloud. Recog the side. Point to the discuss on the complete They draw SDM p32 class into Chn hold line symm mirror line and tell and see if shapes. the the line of Y3, two teams up propertie the chn what it is. Ask they (SDM shapes by symm using P/C Bk symm and number s of a child to draw the agree. p32) sketching a diff p115 Y4, non-symm. pair to 7, polygons other half of the They sort reflectio colour. Act Bk Take rpt for Sketch shape. Discuss with the shapes ns. They start p55 no5 polygons out bonds to the the chn if they are according Then with Y4, of a bag, 8 & 9. reflection correct. Check by to their no they squares, number choose chn (Mental of a shape cutting out and of lines of make rectangles cards 0-9, to say if the Warm- in a folding. Discuss the symm. their own and mirrors, shape is ups p3) mirror name and properties Make a symm triangles geoboards symm or Start Y3 line of the completed display, shapes on and , rubber not. Give 5 tasks. shape. Rpt with diff naming geoboard progress bands, points for shapes and progress each shape paper. from geoboard the to having the mirror & drawing (P/C Bk there. paper, matching line in diff positions. lines of p115) TD scissors, team and 1 symm. A3 paper, point for (May need sets of naming the other plastic & shape. First adult help) card to 100 wins. polygons, feely bag
  14. 14. The Planning Process
  15. 15. Delamere CE Primary School- Dialogue and PlaysClass/Set: W/B: Term: Unit: TeacherClass 2 06.09.10 Autumn Plays (Week 1) Mr R Huddart RENEWED FRAMEWORK OBJECTIVES Groupings & NC sub-level:Speaking & listening: LA MA HA4. Create roles showing how behaviour can be interpreted from 1. 1C/1A 4. 2B/2A 6. 3B/3Adifferent viewpoints. 2. 2C/2B 5. 2A/3C 7. 3A/4C1. Respond appropriately to the contributions of others in the light 3. 2Cof differing viewpoints. 4. Comment constructively on plays and performances, discussingeffects and how they are achievedReading: Key aspects of learning:7. Use knowledge of different organisational features of texts to Understand what a proverb isfind information effectively. Learn how to create a playscript with stage directions7.Use knowledge of word structures and origins to develop theirunderstanding of word meanings.Writing: Suggested outcomes:4. Develop scripts based on improvisation. 6. Use knowledge of OVERVIEW OF PLAYSCRIPTS FROM PRIMARY FRAMEWORKphonics, morphology and etymology to spell new and unfamiliar words Perform a playscript Read and explore characteristics of playscripts related to7.(adapted) Explain how writers use proverbs to create images and one of more of previous narrative units. (Possibly play versions of known oratmosphere. previously studied narratives, comparing the two.)9. Develop and refine ideas in writing using planning and problem- Use extracts or scenes from a range of narratives covered in other units.solving strategies Explore characters, issues and dilemmas. Improvise dialogue between key9. Choose and combine words, images and other features for characters and use this as the basis for writing own short playscripts, usingparticular effects features explored earlier.11. Clarify meaning and point of view by using varied sentence Perform (possibly using ICT to record) and evaluatestructure (phrases, clauses and adverbials)Resources: ICT/Cross-Curricular Links:Teacher’s resourcesChildren’s resources Apple Mac’s used where possible to assist learning and creativity. PSCHE: Feelings and emotions LAYERED TARGETS:MUST: SHOULD: COULD:Yr 2/3: I can choose interesting words from a bank. Yr 2/3: I can use a range of Yr 2/3: I can add detail to give more information about aYr 4: I can use a range of adjectives and powerful verbs to add adjectives and powerful verbs subject or event.detail. to add detail. Yr 4: I can add detail to give more information to engage Yr 4: I can add detail to give the reader. more information about a subject or event.
  16. 16. Date: Learning Challenge Quality First Teaching Input: Independent Guided Group Plenary/ Evaluation (against (Obj); Whole class word/ Whole Class Shared Differentiated Work: Review success criteria): sentence: Reading/Writing: Activities: (AfL Opportunities) : 3 Can I identify What is a playscript? Look at some examples. Read Table 1/2 Share what Can children MON features of a play the Jumble Queen together( LIT World)lesson 1 Write up features of play scripts they identify features05.09.11 script? questions- explain word ‘jumble’=biscuit LA Support sheet ( blanked out like/dislike of playscripts and Discuss the features of playscripts. Notice cast words about plasy identify them in list/NO props/Narrator Table 3/4 compared with plays? Chn suggest features that are always found in Use time to read through a variety stories to playscripts. (use big book page 10 – features of of plays, commentating verbally on read playscripts) the features they can see. Draw up a list to be used as a checklist later in the unit (see resources). SHEET with features 4 Can I explore the Identify playscripts. Read a story with the Table 1 2 Share Can children TUES difference between as a compound word- class that you will look at Children find compound words in text compound recognise (and06.09.11 playscripts and explain what compound as a playscript tomorrow. by highlighting with teacher support words that we define ) a stories? words are The Twits? can use in a compound word? Hansel and Gretel? Table 3 sentence Ask children to comment explore the meaning of compound on the structure of the words, use internet to aid story understanding Table 4 5 6 Children create compound words using the base words provided WED Can I write a Look at the use of adverbs in a playscript (use any Cooperative learning groups Compile a list Can the children07.09.11 playscript including suitable playscript). What is an adverb? A word or Explore a range of plays in groups. of adverbs for recognise an an adverb? phrase that describes or modifies a verb. Many Choose a play and story board the display in class adverb? adverbs have the suffix –ly. In a playscript they action- differentiated thru( speech are often used in the stage directions, to indicate bubble/or direct speech in box the manner in which the actor should move or say underneath) his lines. Collect some suggestions from chn for adverbs for movement and for speech. Add to a class list for future use (see resources). Could some be used for both? GfW Unit 23 Thurs Can I explore play Time for exploring the playscripts together. Give children time to read and Would they Can the children08.09.11 scripts? Re cap the features act out in groups various short add to the act out a play Group Rehearse ready to perform stage script following plays directions stage directions? Paying attention to the voice more and actions information, Rehearse ready to perform would it help them to portray a character?
  17. 17.  Making everybody feel involved Eradicate the thought of different abilities Looking for older role models within the class Encouraging boys to read and write
  18. 18. Drama ProjectsDressing Up Days- Getting intoCharacter
  19. 19. Chinese Culture Historical Setting Story Settings
  20. 20. Local professionals Building trust Joint cooking
  21. 21. Children’s Ideas- Pirates of the CaribbeanHelping Others Understand School Experiences
  22. 22. Careers to inspire writingGardening Projects Future Careers (Life Skills)

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