Scheme of Work Rationale
- Submitted by: Budicus
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- Category: Other
- Date Submitted: 02/17/2016 08:33 AM
- Pages: 3
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Rationale:
This scheme of work is designed to follow on from where the pupils will be (within the National Curriculum) at the time of delivery in the classroom, the natural progression of which is multiplication and division.
The scheme of work is aimed slightly low due to the overall high percentage of pupils (40%) who struggle with anything more than basic maths. As a teacher you have to be able to recognise when pupils are not at the required level. You sometimes have to borrow from lower years within the key stage in order for the pupils to catch up sufficiently, and therefore enable them to progress through the curriculum.
However, as a cohort, their basic maths ability is generally solid with regards to addition and subtraction – with only a few exceptions. It is because of this that I have chosen to have the LA and SEN pupils being given a revision session covering number bonds in the first lesson.
They also will have already covered shape, symmetry, place value, column addition and subtraction, along with measuring and some basic ‘groupings of 2’. These should give transferable numerical and observational skills that will help to spot and understand the patterns that are involved within multiplication and division. There are also pupils in the class that are starting to learn music, therefore the skills needed to read music (for example counting time) will also be transferable to and from maths.
By using feedback from the TA and the usual class teacher, as well as the work done during the lesson, I will be able to reflect on the learning and progress from the first session and therefore adjust the subsequent ones accordingly (this of course is an on-going process, not just a one off at the start). From their earlier learning, they will be used to maths having rules that have to be followed in order to arrive at the correct answer. Again how secure they are in this concept will become evident during the lessons, from feedback from the TAs and the...
This scheme of work is designed to follow on from where the pupils will be (within the National Curriculum) at the time of delivery in the classroom, the natural progression of which is multiplication and division.
The scheme of work is aimed slightly low due to the overall high percentage of pupils (40%) who struggle with anything more than basic maths. As a teacher you have to be able to recognise when pupils are not at the required level. You sometimes have to borrow from lower years within the key stage in order for the pupils to catch up sufficiently, and therefore enable them to progress through the curriculum.
However, as a cohort, their basic maths ability is generally solid with regards to addition and subtraction – with only a few exceptions. It is because of this that I have chosen to have the LA and SEN pupils being given a revision session covering number bonds in the first lesson.
They also will have already covered shape, symmetry, place value, column addition and subtraction, along with measuring and some basic ‘groupings of 2’. These should give transferable numerical and observational skills that will help to spot and understand the patterns that are involved within multiplication and division. There are also pupils in the class that are starting to learn music, therefore the skills needed to read music (for example counting time) will also be transferable to and from maths.
By using feedback from the TA and the usual class teacher, as well as the work done during the lesson, I will be able to reflect on the learning and progress from the first session and therefore adjust the subsequent ones accordingly (this of course is an on-going process, not just a one off at the start). From their earlier learning, they will be used to maths having rules that have to be followed in order to arrive at the correct answer. Again how secure they are in this concept will become evident during the lessons, from feedback from the TAs and the...