Planning and Assessment
PLANNING
Long term planning is based on the National Curriculum Programmes of Study and includes opportunities to apply across the curriculum.
In order for children to have a deep understanding of different concepts, each topic will be taught thoroughly, giving children opportunities to link new knowledge to prior learning and also giving opportunities to reason and problem solve. Because of this, some units may take longer than others to teach. It is the class teacher’s responsibility to assess how long a class should spend on a topic, ensuring that there has been sufficient understanding of a concept before moving on.
Teachers have an overview of each unit of work. The unit is broken down into small achievable steps thinking about how concepts will build upon each other and possible misconceptions which may arise. The overview will state which objectives are being taught on certain days.
Teachers will then create daily plans (in the form of a lesson presentation) which will be used with children, during the lesson. This daily lesson includes the opportunity to revisit previous learning, small steps towards the introduction of new concepts, and opportunities for children to ‘go deeper’ with their learning.
ASSESSMENT AND RECORD KEEPING
Formative: Assessment is primarily on-going and formative. Staff observe, question, listen and mark children’s work regularly/daily, allowing them to build up a picture of children’s strengths and areas for development.
At the end of every unit teachers must give children a post assessment to assess how well children have mastered a concept. These assessments must include fluency, reasoning and problem solving questions. Useful websites/documents we use to create these assessments include: NCETM, White Rose Mastery Documents, TestBase, Maths Frame and Kangaroo Maths. The success with which children answer these questions should indicate how deeply they have understood the concept. Teachers must keep records of how well the children have completed the assessment.
Summative: In all year groups summative assessment will be carried out termly to support teacher assessment. This will involve children completing the White Rose tests. The questions will validate the teacher’s assessment and support teachers in accurate assessment.
In order for children to have a deep understanding of different concepts, each topic will be taught thoroughly, giving children opportunities to link new knowledge to prior learning and also giving opportunities to reason and problem solve. Because of this, some units may take longer than others to teach. It is the class teacher’s responsibility to assess how long a class should spend on a topic, ensuring that there has been sufficient understanding of a concept before moving on.
Teachers have an overview of each unit of work. The unit is broken down into small achievable steps thinking about how concepts will build upon each other and possible misconceptions which may arise. The overview will state which objectives are being taught on certain days.
Teachers will then create daily plans (in the form of a lesson presentation) which will be used with children, during the lesson. This daily lesson includes the opportunity to revisit previous learning, small steps towards the introduction of new concepts, and opportunities for children to ‘go deeper’ with their learning.
ASSESSMENT AND RECORD KEEPING
Formative: Assessment is primarily on-going and formative. Staff observe, question, listen and mark children’s work regularly/daily, allowing them to build up a picture of children’s strengths and areas for development.
At the end of every unit teachers must give children a post assessment to assess how well children have mastered a concept. These assessments must include fluency, reasoning and problem solving questions. Useful websites/documents we use to create these assessments include: NCETM, White Rose Mastery Documents, TestBase, Maths Frame and Kangaroo Maths. The success with which children answer these questions should indicate how deeply they have understood the concept. Teachers must keep records of how well the children have completed the assessment.
Summative: In all year groups summative assessment will be carried out termly to support teacher assessment. This will involve children completing the White Rose tests. The questions will validate the teacher’s assessment and support teachers in accurate assessment.