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Planning from the National Numeracy Strategy
Principles of good planning
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Framework for teaching mathematics
To put the Framework into practice you need three connected levels of planning:
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what you should teach long term; |
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termly outlines of units of work and their main teaching objectives, and when you will teach them; |
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weekly or fortnightly notes on tasks, activities, exercises, key questions and teaching points for 5 to 10 lessons, including how pupils will be grouped, which of them you will work with, and how you will use any support. |
Your medium-term plan is the basis for your more detailed short-term plans. It identifies what you will teach across the term and when it should be happening. Your short-term plans can focus on how you will teach - in particular, what you will do and what the children will do.
Whether or not you choose to use the termly planning grids your school's planning procedures for mathematics should meet these criteria. There should be:
- common formats for planning a balanced programme of objectives for each term, and common formats for planning one or two weeks of lessons;
- arrangements to support planning: for example, through planning in teams with the help of the co-ordinator, SENCO or deputy;
- agreed procedures and deadlines for producing plans;
- monitoring arrangements to evaluate planning and progression throughout the school, and the impact of plans as they are put into practice in classrooms.
When you are planning lessons you should give some thought to what pupils have already been taught so that you can build on the concepts, knowledge and skills they have already acquired. You will need to keep these questions in mind.
- What mathematics have these pupils been taught before?
- How will my lessons build on what they already know, understand and can do?
- How can I use previous lessons to help pupils establish links between topics: for example, can I use similar examples, common vocabulary and earlier examples to illustrate and demonstrate connections?
- Can I use opportunities in other subjects to introduce or reinforce mathematical ideas? (See Making links between mathematics and other subjects.)
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