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# Planning a Unit of Work - Suffolkmaths.co.uk

By Jacqueline Harper,2014-12-08 10:53
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Planning a Unit of Work - Suffolkmaths.co.uk

Planning a Unit of Work 1

Preparation

What are the big ideas of the block?

; Look at the block overview diagram to see the key elements of

maths within this block

What does learning look like in this unit?

; Read the unit overview. What are the big ideas for this unit?

; Identify the links between the big ideas of learning

; Look at the objectives and the learning outcomes expressed

through “I can …” statements for the unit in order to gauge the

expectation associated with each objective

; Look at the unit objectives from the block overview and track these

across the year to inform decisions about weighting throughout the

year (use handout 3.2 or Y3 Mapping grid)

; Check the objectives against the learning overview to gain

understanding of the depth and coverage within the unit

How can I build on what my children know?

; Look at the “Building on prior learning” prompts alongside your

ongoing assessments. Where are the strengths and weaknesses in

terms of you children against this prior learning are there any

gaps? do you need any further assessments? The answers to

these questions will help inform your starting point for this unit.

; Use the strengths and weaknesses to identify from the learning

overview those areas that will need less emphasis and the aspects

that will need more attention either for the class as a whole or for

groups of children

What do I need to teach my class during this unit?

; Look again at the objectives/children’s learning outcomes for this

unit. Based on your knowledge of the children, together with the

coverage of these objectives over the year, decide which you need

to prioritise.

; Which objectives can be kept “on the boil” – (these could be

objectives where the class is reasonably secure or objectives that

will be revisited several times). These objectives could be

addressed largely through mental/oral starters though you will

need to consider extending learning at the same time ; Differentiate the learning outcomes supported by the “I can…”

statements for the unit, remembering to track backwards and

forwards where necessary for different groups of children. ; Begin to consider where Objectives can be linked during the same

teaching and learning activities

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