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Numeracy and Mathematics – Second LevelSecond level – 1, 2, &3

Estimation and Rounding Number and Number Processes

I can use my knowledge of rounding to routinely estimate the answer to a problem then, after calculating, decide if my answer is reasonable, sharing my solution with others.MNU 2-01a1.I understand and can use the language of estimation by using the words approximately and rounded to.2.I can estimate where a number is on a number line just with intervals of 100 marked.3.I can round numbers bigger than 100 to the nearest 100 and the nearest 10.-------------------------------------------1.I understand and can use the term “1 figure accuracy” e.g. 3125 ―› 3000.2.I can estimate answers to addition and subtraction sums using 1 figure accuracy. e.g. 262 + 310 ―› 300 + 300 = 6003.I can estimate answers to multiplication and division sums using 1 figure accuracy. E.g. 5725 ÷ 262 ―› 6000 ÷ 300 = 20-------------------------------------------1.I can round a decimal to the nearest whole number.2.I can apply estimation and rounding to a variety of problem solving situations.3.I can check my solution by comparing it with the estimate.I can share my ideas with others

I have extended the range of whole numbers I can work with and having explored how decimal fractions are constructed, can explain the link between a digit, its place and its value. MNU 2-02a 1.I can count, order, read and write the numbers to 10 000 and then one million.2.I can change numbers from words to digits and back again.3.I can sequence numbers.4.I understand that all place value columns can only go up to 9.5.I can recognise the place value of digits within larger numbers.------------------------------------------1.I understand the relationship between place value columns up to one million.2.I understand the importance of zeros within place value e.g 10 509.1.I understand that a decimal fraction is part of a whole number.2.I can record a decimal fraction correctly using the decimal point.------------------------------------------1.I understand the value of decimal fractions within place value e.g 1/10 =0.1 1/100 = 0.01.1.I can explain the link between a digit, its place and its value.

Having determined which calculations are needed, I can solve problems involving whole numbers using a range of methods, sharing my approaches and solutions with others. MNU 2-03a1.I can add and subtract 1 digit from whole numbers up to 3 digits2.I can add and subtract 10s from any 3 digit number3.I can add and subtract 2 digit multiples of 10 from 3 digit multiples of 104.I can use simple function machines involving adding and subtracting5.I can add and subtract whole number multiples of 100 mentally6.I can multiply 3 digit whole numbers by 107.I can multiply 3 digit whole numbers by 1008.I can double 2 and 3 digit numbers which are multiples of 5 or 109.I can multiply and divide within the 6 and 7 times table10.I can multiply 2 and 3 digit whole numbers by 6 and 711.I can divide 2 and 3 digit whole numbers by 6 and 7 with and without a remainder12.I can multiply and divide within the 8 and 9 times table13.I can multiply 2 and 3 digit whole numbers by 8 and 914.I can divide 2 and 3 digit whole numbers by 8 and 9 with and without a remainder15.I can continue simple patterns, including multiplication tables16.I can use simple function machines involving multiplying and dividing

I have explored the contexts in which problems involving decimal fractions occur and can solve related problems using a variety of methods. MNU 2-03b1.I can use decimal fractions in a variety of everyday situations eg. Money, measure etc -------------------------------------------1.I can understand, read and write decimal fractions to one decimal place2.I can use number processes when working with decimal fractions up to one decimal place3.I can understand, read and write decimal fractions to two decimal places.4.I can use number processes when working with decimal fractions up to two decimal places5.I can understand and explain the decimal answer displayed on a calculator. i.e. 26 divided by four is 6 remainder 2 but on a calculator it is 26.5.-------------------------------------------I can read decimal places on a variety of scales accurately.

Year Overview for Second Level Year 2

AugustTopic: Learning

CommunityHWB Unit Term 1-

Friendship/Relationships UnitHWB 2-01aHWB 2-02aHWB 2-03aHWB 2-04aHWB 2-05aHWB 2-09aHWB 2-10aHWB 2-11aHWB 2-44aHWB 2-44bHWB 2-45aHWB 2-45bLiteracy- personal writing/ poetryLIT 2-01aLIT 2-02aLIT 2-06aLIT 2-09aLIT 2-13aLIT 2-20aENG 2-26aENG 2-27aENG 2-28aENG 2-30aENG 2-31a

SeptemberTopic: Bionic Body (the body, genetics,disability)Sciences: Biological

systems SCN 2-12a SCN 2-12b SCN2-13a SCN2-14aSCN 2-14bHealth & wellbeing: Mental, emotional, sociall & physical wellbeingHWB 2-15aHWB 2-21aHWB 2-22aHWB 2-23aHWB 2-25aHWB 2-26aHWB 2-27aHWB 2-28aNumeracy – Time- Timing eventsMNU- 2-10aMNU- 2-10bMNU- 2-10cLiteracy and English – Persuasive and DiscursiveENG 2-03aLIT 2-08aLIT 2-09aENG 2-12a

October Topic: Cool

ChemistrySciences: MaterialsSCN 2-15aSCN 2-15bSCN 2-16aSCN2-16bSCN 2-19aHealth & wellbeing – Safety & Risk Management Unit 2HWB 2-17aHWB 2-16aHWB 2-18aTechnologies - Food

& textiles contexts for developing

technologicalskills & knowledgeTCH 2-11aNumeracy- Measure- Volume/ weight MNU 2- 09aMNU 2- 09bMNU 2- 09cLiteracy and English – labelled diagrams and science reportsLIT 2-05aLIT 2-06aLIT 2-09aLIT 2-14aLIT 2-15a

November – DecemberTopic: Christmas

roundthe world (puppets Religious & MoralEducation: ChristianityRME 2-03bRME 2-03cReligious & moraleducation: World

religionsselected for study RME 2-04bRME 2-05aRME 2-06aRME 2-06cRME 2-06bTechnologies – Craft,design engineering graphics contexts forDevelopingtechnological skills &Knowledge

TCH 2-12aLiteracy and English-PlayscriptLIT 2-26a ENG 2-31aENG 2-19aLIT 2-20aLIT 2-21aLIT 2-22aLIT 2-23a

Planning Learning,

Teaching and Assessment

PLANNING THE LEARNING Be clear on the key learning and allow learners the opportunity to demonstrate their learning

LEARNER'S EXPERIENCESDesign challenging and engaging activities which build on prior learning and provide depth of learning and progression

ASSESSING & EVALUATING LEARNINGUse a range of formative and summative approaches to determine progress

INCLU

DIN

G M

OD

ERATION

(FOU

R PILLARS)

Literacy and English, Writing Experiences and Outcomes, Securing a Level

In working at becoming secure at First Level children will experience these Experiences and Outcomes.

EARLY FIRST SECOND

V.C.O.P.Bundle E1Within real and imaginary situations, I share experiences and feelings, ideas and information in a way that communicates my message.LIT 0-26aI enjoy exploring events and characters in stories and other texts and I use what I learn to invent my own, sharing these with others in imaginative ways.LIT 0-09b / LIT 0-31aI explore sounds, letters and words, discovering how they work together, and I can use what I learn to help me as I read or write. ENG 0-12a / LIT 0-13a / LIT 0-21a

V.C.O.P.Bundle F1Having explored the elements which writers use in different genres, I can use what I learn to create my own stories, poems and plays with interesting structures, characters and/or settings.ENG 1-31aBy considering the type of text I am creating,[1] I can select ideas and relevant information, organise these in a logical sequence and use words which will be interesting and/or useful for others.LIT 1-26a LIT 1-20a / LIT 2-20a/ LIT 1-22a /LIT 1-23a / LIT 1-24a /LIT 1-28a

V.C.O.P.Bundle S1By considering the type of text I am creating, I can select ideas and relevant information, organise these in an appropriate way for my purpose and use suitable vocabulary for my audience.LIT 2-26aI am learning to use language and style in a way which engages and/or influences my reader.ENG 2-27aHaving explored the elements which writers use in different genres, I can use what I learn to create stories, poems and plays with an interesting and appropriate structure, interesting characters and/or settings which come to life.ENG 2-31aAs I write for different purposes and readers, I can describe and share my experiences, expressing what they made me think about and how they made me feel.ENG 2-30a LIT 1-20a / LIT 2-20aLIT 2-22aLIT 2-23a

Create a 3 year cycle for the coverage of the bundles

Early Years 2014/15

IDL & Focus for Assessment RME

Bundles to be covered:

RME E1Literacy, E5Maths, E4Science Bundle E7

IDL & Focus for Assessment Science

Bundles to be covered:

Science E1Literacy, E4Maths, E7HWB E2

IDL & Focus for Assessment Literacy

Bundles to be covered:

Lit E 6Tech E 3Numeracy E3Sci E1

IDL & Focus for Assessment Social Subjects

Bundles to be covered:

Soc Sub E7Num E3Tech E9Sci E5

IDL & Focus for Assessment Art

Bundles to be covered:

Art E5Sci 4Lit E8/E10

IDL & Focus for AssessmentHWB

Bundles to be covered:

HWB E4Lit E10Maths E2Sci E7

Transferrable Skills to be assessed:

Ask questions or hypothesise

Develop & reflect on social, moral and ethical views

Ask questions or

hypothesise

Plan and Design

Procedures and

Experiments

Apply reasoning

Express opinions

Organise and use information

Apply reasoning

Express opinions

Organise and use information

Express opinions

Develop and reflect upon ideas

Express opinions

Develop an awareness of how to manage their personal health

Make informed choices

Areas covered by Partners across the year:

Police: Focus Safety - Road Safety Bundle HWB 6, Internet Safety Bundle HWB Bundle 5, ICT Bundle 4

Bundling

BUNDLING WITHIN THE CURRICULUM AREAS

Look at natural groupings within each curriculum areas across the levels in cognisance of your curriculum rationale

BUNDLING ACROSS THE CURRICULUMConsider what the learning looks like in each of the levels to ensure all Es&Os are addressed (covered)

BUNDLING/CURRICULUM OVERVIEWConsider opportunities (based on rationale) for discrete and interdisciplinary learning

Topic Design Principles – What can we do?Context: Term: Class:

Creativity & Innovation Citizenship Personalisation & Choice

Enterprise Careers and Aspirations Challenge & Enjoyment

Sustainability Financial Education Breadth

Coherence Progression Depth

Higher Order Thinking Skills Planning - What can we do? Context of Learning: Class:

Creative Evaluative Analytical

Remembering Applying Understanding

Planned Assessment Area- Transference of Skills: Focus: Class: Date: CfE Level:

Focus Experiences and Outcomes for Assessment

Differentiated Learning Intention

Differentiated Success Criteria / Skills

Make, Say, Write, do

Day in the lif e... no electricity What they knew already.Questions they had about the topic.What they would like to do in the topic.

Where are they f rom?Electricity experiments

What are they? There are cars that don't need petrol/ diesel

How does it work?

How do they work? CoalWhere is electricity f rom?

OilWhat would happen ifthe world had none?

Turning of f lightsTurn TV and computers of f at nightways to save energy

Fossil Fuels*Learn about f ossil f uels

Special lightbulbs you can buy

Who invented them?

save energy in schoolRenewable Energy*Are there any more?

Renewable Energy*get it f rom foodWhy are they used?

Wind power Bodies need energy calories are counted in f oodWave power

Renewable energy means you keep using it

Solar Power uses wind Science experiments

uses the seaUses the sun called wind

turbines and wind farms

visit a windfarm

How do they work?How does it work?

Draw landscapes with wind turbineskills birdsvisit a house with solar panels

* Energy was given as the title and Fossil Fuels and Renewable Energy headings had to be given to them as they did not bring up themselves. This has been the most dif f icult brainstorm I have ever done! Class were not motivated by topic at all and knew very

little on the whole.

Topic Reflection Date:

Class Teacher / Class / PupilStage:

What worked well / What we liked

Areas for reflection – What we didn’t like/ How this could be made better?

Next Steps

Teacher’s Planning

• Bundle E’s and O’s within Curriculum Areas• Bundled IDL • Curriculum 3 year programme – evidencing coverage

and focus• Clear Success Criteria – highlighted to show coverage &

progression• 4 Pillars Planning for Assessments• HOTS & Design Principles – completed with children• Class wall planning involving the children• Evaluations - pupils and teacher together