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Frequently Asked Questions for Planning

Mathematics

Q: What does short term planning need to include?

- There needs to be clarity about the progression of the learning journey including concise learning objectives.

- There needs to be sufficient challenge for all the children (ie clear differentiation)

- There needs to be sufficient support to access the learning for different learning styles (ie VAK)

- There needs to be clear expectations of the way teachers model and children use key vocabulary

- Opportunities to assess learning must built in (AfL)

Q: What happens at the end of a 2 week unit of work if I haven’t covered the entire unit?

- The learning overview and AfL grid may be used to prioritise what the children know and need to learn when planning the unit.

- Units may overrun but it is important to ensure that there is complete coverage of the curriculum over the course of the year.

- Effective planning of the unit will identify children’s learning needs and learning is prioritised according to the needs of the children.

- Revisiting of the learning objectives can be seen by tracking the objectives through the blocks. 

- Mid unit assessments may be used to ensure that the identified prioritises are covered.

Q: Is there flexibility in the allocation of days per unit

- Yes as some units are more meaningful for the children according to the assessment of their learning.

- Coverage of the curriculum is essential – and will need to be considered in any re-allocation of the days.

Q: How do I cater for a wide range of abilities/mixed ages within my class?

- Through effective differentiation

- By tracking backwards and forwards through the year groups

- Through links to Springboard materials and wave 3 resources for children who are not meeting expectations for the class

- Through the use of open questioning

- By scaffolding and modelling your demonstration for a range of learners

Q: How do I cater for a broad learning objective?

- Break it down into the stages of learning towards success and pitch the learning appropriately

- Look back at prior learning prompts to ensure the progression flows

Q: How do I teach specific skills alongside Ma1?

- Assess – teach – practise – apply – review approach to the unit of work

- Identify the meaning behind the learning – identify when you use the skill and demonstrate how to use this

- Use of effective Ma1 plenaries

Q: How do I focus a learning journey in a wide ranging unit?

- Assess for learning at the beginning of the unit to identify the strengths and weaknesses to prioritise.

- Track the objectives, using the ‘Block Overviews’ to ensure that they are sufficiently covered over the year.

- Assess the children’s learning throughout the unit and use this to confirm the selected priorities.

Q:Where do mental starters fit in the planning?

- Identify learning objectives which can be kept on the boil / simmering activities.

- Identify learning objectives which lend themselves more to mental starters according to the priorities set.

- Sometimes starters will continue to be useful warm ups for the lesson.

Q: How do I use the published resources?

- Start with the objective and what stage of the learning journey the children are at.

- Break the learning objective down to identify the crucial teaching then match the resources to the learning journey wherever appropriate.

Q: Does the framework support me by providing additional resources for my planning?

- A range of ICT resources, Challenges for More Able, Springboard and Wave 3 materials are linked to each unit.

- Look in the library on the Primary Framework to access all resources.