recall is fast enough to enable the application of the knowledge to be integrated into tasks involving multiple steps or more complex concepts. Many people might regard this as a lower level of learning but there is abundant evidence that lack of automaticity with fluency in Foundational knowledge and skills has wide ranging consequences. Children who fail to achieve these in primary school face a widening gap in performance thereafter. Automaticity with fluency gives access to Conceptual and Collaborative Learning. Research is crystal clear on the ways this type of knowledge and skills are best learned, in summary: It is focused on essential content Learners move stepwise/ hierarchically through learning objectives with progression related to competence Learning involves numerous learning rehearsals which are as near to errorless as possible Learning is best organised in short and frequent sessions (the ‘Spacing Effect’) Accuracy and not just fluency is always necessary Prior learning and new learning are interleaved. Conceptual Learning It is widely accepted that the way we develop our understanding of the world is by building networks of connections between units of information, usually referred to as schema. The task of teachers in Conceptual Learning is to enable learners to develop schema in relation to the curriculum and enable these to become steadily more sophisticated. Active learning is central to enable filtering and linking what they are encountering against prior knowledge, establishing gaps and generating new connections. Research on this mode of learning stresses the importance of: Scaffolding & Metacognition: Overtly showing and articulating thought processes when modelling skills and introducing subject content Connections made to past learning concepts Higher order questioning- explain, justify, what if... A mixture of individual, pair and group work that build mental schema ‘Active’ learning: Examining similarities and differences in concepts e.g. Venn Diagrams Activities that map and extrapolate ideas and concepts e.g. graphic organisers, concept maps Novel applications of knowledge e.g. simulations, mysteries Cognitive replay: Paraphrasing & summarising Think-pair-share Plan-do-review cycles Self & peer assessment Challenge assignments: Writing/ designing/ creation assignments involving deductive and inductive reasoning
1C4 +/- √ Add and subtract 1- and 2-digit numbers to 20 1C5 +/- √ Read, write and work out questions involving addition (+), subtraction (-) using concrete objects and pictorial representations 1C6 x/÷ Work out doubles of numbers up to 10 by using and counting objects (ELG 11) 1C7 x/÷ Work out half of even numbers up to 20 by sharing or grouping objects and counting them (ELG 11) 1C8 fr Name and find ½ of a shape, an object or a quantity of objects 1C9 fr Name and find ¼ of a shape, an object or a quantity of objects 1C10 m √ Say if objects are longer or shorter, taller or shorter or long or short when I measure them (ELG 12) 1C11 m √ Say if an object is heavier or lighter than another object (ELG 12) 1C12 m Say if a container with water in it is full or empty, a quarter full or a quarter empty 1C13 m Say if an action was slower or quicker than another action (ELG 12) 1C14 m Put words about time events in order e.g. before, after, first, today, yesterday, tomorrow, morning, afternoon, evening 1C15 m Choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°C); volume and capacity (litres/ml) to the nearest appropriate unit using rulers, scales, thermometers and measuring vessels 1C16 pdm Describe the position and direction of two objects using words like left, right, inside and outside, forwards and backwards 1C17 pdm √ Describe the movement of an object using the words whole, half, quarter and three-quarter turns.
2C8 +/- √ Use number bonds within 10 to reason with and calculate bonds to and within 20, recognising other associated additive relationships (KS1 EXS 4) (PKF S6.4) 2C9 x/÷ √ Use objects to calculate half of an odd number of objects, giving the answer as a remainder and fraction 2C10 x/÷ √ Check the answer for a division by multiplying the answer by the divider i.e. because multiplication and division calculations are the inverse of each other 2C11 x/÷ √ Check the answer for a multiplication by dividing the answer by one of the multipliers i.e. because multiplication and division calculations are the inverse of each other 2C12 x/÷ √ Prove that two numbers can be multiplied in any order and give the same answer 2C13 x/÷ √ Prove that changing the order of numbers in a division calculation makes the answer change 2C14 x/÷ Solve one-step word problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts 2C15 fr Write simple fractions e.g. 1/2 of 6 = 3 and recognise the equivalence of two quarters to one half 2C16 m √ Compare intervals of time and sequence them in the right order (seconds, minutes, hours, days, weeks, months, years) 2C17 pos √ Compare and sort common 2-D and 3-D shapes and everyday objects, using their properties to describe similarities and differences (KS1 GDS 6) 2C17 st Find information from pictograms, tally charts, block diagrams and simple tables 2C18 st Ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity 2C19 st Show information in pictograms, tally charts, block diagrams and simple tables 2C20 a Rewrite addition statements as simplified multiplication statements e.g. 10+10+10+5+5+5+5 as 3 x10 + 4 x 5 as 5 x 10
5F19 m Calculate and compare the area of squares, rectangles and related composite shapes using standard units, including centimetre squared (cm2) and metre squared (m2) and estimate the area of irregular shapes 5F20 m √ Convert between different units of metric measures e.g. kilometre to meter, metre to centimetre, litre and millilitre 5F21 pos Identify 3-D shapes, including cubes and cuboids, from 2-D representations 5F22 pdm Identify, describe and represent the position of a shape following a reflection or translation using the appropriate vocabulary, and know that the shape has not changed 5F23 pdm √ Calculate angles where there are two or more angles on a straight line or ½ turn (180o) and where there are two or more angles in a whole turn (360o) 5F24 pdm Estimate a given angle in degrees (0) and say if the angle is an acute, reflex, obtuse, right angle or multiples of 90o Year 5 Index Curriculum Code Power Statement Conceptual Achievement Statements. Learners Can: Beginning With support Expected Independently Deeper Supporting someone else 5C1 npv Estimate the answer to, and solve, number and practical problems that involve numbers up to 1 000 000 5C2 npv √ Solve single- and multi-step practical problems involving a combination of addition, subtraction, multiplication and division calculations, including understanding the meaning of the equals sign 5C3 npv √ Explain my choice of calculation when solving single- and multi-step problems 5C4 npv Use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy