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Planning And Assessment (Internet)
- 3. Planning process - weekly No’s to 10 Maths 3 Place value to 10 Maths 2 + to 10 Maths 1 (all groups) Writing 3 Mind map story ideas Writing 2 Talking partners - Writing 1 Initial sounds Reading 3 Tally ‘at’ words Reading 2 Tally ‘ap’ words Reading 1 Fri Thurs Wed Tues Mon w/c
- 5. Building materials Transient art Letters / numbers sand Maths – 0-20 PV Outdoor learning Horseshoe table Initial sound game Chalk / pen board Building materials Construct / puzzles Scotland / t. Andrew Display Scottish poems Books / stories T – Amy CA -Lucy Focus children Fri Thurs Wed Tues Mon W/c
- 8. Collaborative planning - maths
- 11. Ongoing Assessment Name: Date: *Good place value 0 – 10 *Difficulty forming numbers 2 and 6
Hinweis der Redaktion
- *There are many similarities and differences between the Nursery and the P1 classroom. With the new curriculum for Excellence on its way the similarities are being recognised by putting together the nursery and the P1 in the Early level. *One of the differences between the nursery and the P1 is that in the P1 there needs to be a greater challenge for pupils and that is done through the planning process which has to be responsive to ensure greater responsibility for their own learning. *From the workshops that have been going on it is clear that in East Lothian there is some excellent practise going on in the nurseries – there is great value in some aspects of practise for example the good planning and assessment strategies they employ. *However, in P1 the children need to build on their prior experiences and ensure rigour, progression and challenge, therefore P1 teachers need to focus on planning in a way that is beneficial to their children and them. Now, this is where we must question: Q. What is the value in planning excessively at the beginning of the term. I feel that although priorities need to be identified at the start of the term, there needs to be flexibility to allow for challenge and responsiveness.