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• Jenny: Introduce team
• Jenny
• Jane: App grids and copy of tracker to be available Children enter year 2 with a level that was awarded by teacher assessment at the end of Y1 Half termly assessments are then carried out and the results of these are entered into a pupil tracker – this will flag up if children are not progressing at the expected rate and will also identify children who are making accelerated progress There is a national bench mark used to ensure that our assessments are in line with other schools throughout the country. In the summer term the standardised assessments tests are still being administered (SATS). However it is teacher assessment that has more weighting and due to our rigorous assessments and tracking we always have sufficient evidence to back up our judgments
• Lisa; Every aspect of mathematics is important, but there are some key skills which children need to support their learning An understanding that addition is the inverse of subtraction and vice-versa An understanding that multiplication is the inverse of division and vice-versa
• Lisa: Demonstrate flapjack
• Claire: show variety of number lines and counting hoop: count in 2s, 10s etc.
• Claire: Use Active primary – splat? Emphasize correct vocab when adding / subtracting 10s (not moving down / up 1 square) Use active primary splat. Parents to have 100 squares address misconception on a 100 squ. numbers. When children begin to use a hundred square to support calculations involving higher numbers they may still try counting on in steps of 1. This is open to errors as they reach the end of one row and have to transfer their finger on to the row below. Calculations A regular 100 square has many patterns which can support children in their counting-speeding up their calculations and ensuring more accurate calculations
• Jenny: explain RUSCAC Context of money, weight, cm, metres etc.
• Jenny: Look at the ?s in Class 9 to see the range