The document provides a short-term plan for a numeracy lesson on length and capacity for a Year 1 class. The plan includes the learning objectives, success criteria, vocabulary, activities, differentiation strategies and assessment. The lesson aims to help children identify and demonstrate different capacities such as full, nearly full, half full, nearly empty and empty. Activities include using containers of water and rice to explore capacity, filling in a worksheet, and playing a capacity game. The evaluation found that most children could identify and demonstrate the key capacities, with some able to explain how they knew the amount. The plan notes that higher ability children should be further challenged in future lessons.

1. Form 2: Short Term Plan
Complete one Short-Term Plan for each teaching and learning session. The headings
below provide the structure for your plan. Write in bullet points, show clarity, be succinct and
be specific.
Lesson programme
• Subject / Curriculum area Numeracy- length and capacity
• Class Details
Year 1
Class 2
Which aspects of your professional development are
you focusing upon and how? relate to specific
teaching Standards
• Day / Date
Wednesday 8th
March 2017
• Length of session
40 minutes
Formative assessment information from previous lesson evaluation
Children are confident in identifying ‘full, half full and empty’ from yesterdays lesson.
Programme of Study
Compare and describe capacity and volume (full/empty, half full, more than, less than)
Measure and begin to record capacity and volume.
Specific Learning Objective(s) for the Session
Children to be able to identify and demonstrate different capacities.
Success Criteria (e.g. I can statements /WAGOLL / WILF / Bullet pointed statements. Theses may be differentiated
for specific groups of children)
WALT- To explore capacity
WILF- To use practical methods to show different capacities.
Common Misconceptions
Taller containers hold more than shorter rather than looking at the width.
Key Vocabulary (think about whether you are introducing new, using or consolidating vocabulary)
Full
Nearly full
Half full
Nearly empty
empty
Assessment – what and how will you assess whether the children have learned? E.g. observation, questioning,
reviewing written work, marking and setting targets
Observation, plenary of capacity bingo, discussion, mastery- how do you know? Explain.
Positive Behaviour Management
Verbal feedback/praise, house points, bronze, silver and gold behaviour chart.
Resources (Human/Physical)
Interactive whiteboard
Range of containers
Risk Assessment
Children not too eat rice or sand.

2. Worksheet
Tally chart prompt
Water
Rice
sand
Time A) Introduction
a) Learning Activities
b) Teaching Points / Questions
c) Differentiation/inclusion (as appropriate)
d) Organisational Strategies
e) Speaking and Listening Opportunities
f) KS1 and KS2 Placements: opportunities to use phonic approaches for decoding and spelling
Recap yesterdays vocab of fully, nearly full and empty
Introduce children to the new vocab of nearly full and nearly empty
Model what this looks like in comparison to what they already know.
B) Development
a) Learning Activities
b) Teaching Points / Questions / Mini Plenaries
c) Differentiation/inclusion (as appropriate)
d) Organisational Strategies
e) Speaking and Listening Opportunities
f) KS1 and KS2 Placements: opportunities to use phonic approaches for decoding and spelling
g) Appropriate points for assessment of learning and mini-plenaries
1 table with water and a range of different containers of different sizes and shapes
asking children to fill them full, nearly full, half full, nearly empty, empty and
explain how they know this. HA- encourage the discussion of what container
holds the most and what holds the least and why do they think this.
1x table with a worksheet of 5 empty containers and children have to use
vocabulary and shade in the appropriate area to make it full, nearly full, half full,
nearly empty, empty- label them appropriately. LA- have labels ready for them to
match up once they have shaded the appropriate area.
1x table creating a tally chart. Get a range of larger containers and ask children to
tally how many yoghurt pots it will take to fill it up (use sand). Children to discuss
which ones hold the most and why do they know this.
1x group to play capacity game on the interactive whiteboard.
C) Plenary
a) Learning Activities
b) Teaching Points / Questions
c) Differentiation/inclusion (as appropriate)
d) Organisational Strategies
e) Speaking and Listening Opportunities
f) KS1 and KS2 Placements: opportunities to use phonic approaches for decoding and spelling
g) Appropriate points for assessment of learning
Capacity bingo

3. Lesson evaluation
To be completed for any sessions where the detailed daily evaluation is not completed. These can be handw ritten
What impact did you have on pupil learning? Did all the pupilsachieve the learning objective(s)/ success criteria? Did individualsor groups of
pupils find the work too hard/ too easy? Did you notice anyincidental learning?
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All children were able to identify full, nearly full, half full, nearly empty, empty.
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Most children were able to demonstrate the key capacities themselves, labelling
correctly.
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Some children were able to explain how they knew it was a certain capacity (mastery)
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Feed forward issues Given your evaluation, what are the implicationsfor your planning of subsequent lessons? Are there aspects of
the lesson you will need to revisit with certain pupils? Howwill you address difficulties or misconceptions? Howcan you c onsolidate/ extend
pupils’ learning?
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Challenge the higher ability children further.
*
*
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