457200-438974Science Subject Lesson Plan
457200-438974Science Subject Lesson Plan
Year group: Science topic:
Learning objective:
Success criteria/Steps to success (pupil generated where possible):
Science National Curriculum links:
Working scientifically objective:
Cross-curricular links:
Prior learning:
Misconceptions to be addressed (including from prior sessions):
Key vocabulary:
Science Capital opportunity:
Learning Objective Teaching Sequence Key questions Resources
How will you deliver the content, skills and concepts? a brief summary of activities.
How will you engage the children in their learning?
How will you address misconceptions?
How will you utilise additional adults? Have you included key questions linked to scientific skills?
Session 1
Session 2
Session 3
448310-529780500Key Reflections/Next Steps/children to be aware of
Computing Weekly Plan
Topic: ______________________________________ (Computing Strand)
Week beginning:
Objectives for the week (from the National Curriculum):
Prior Learning:
Progression Overview:
What computing concepts are being taught and using which applications?
Where do you expect the children to be at the end of the sessions? Key Vocabulary:
Children to be aware of (initials):
Curriculum Links:
Day Lesson Sequence
Things to consider:
How is your lesson structured?
How will you support struggling pupils?
Have you included key questions?
Resources
Websites
Applications/Software
Monday
Objective: Tuesday
Objective: Wednesday
Objective: Thursday
Objective: Friday
Objective: Notes/reflections/pupil progress
English Sequence of Learning
Year group:
Stimulus:
Final writing outcome:
Links to National Curriculum:
Prior learning:
Key vocabulary:
Learning Objective Teaching Sequence Specific examples Resources
How will you deliver the content, skills and concepts? a brief summary of activities.
How will you engage the children in their learning?
Are there opportunities for spoken language/ reading/writing?
How will you address misconceptions?
Have you included key questions? e.g., examples of specific words for spelling or sentence structures. Session 1 Session 2 Session 3
Developing the primary years curriculum portfolio.
Contents:
Maths sequence of learning 4
Maths Rational14
Maths reference
list..16
PE sequence of learning..17
PE Rational..31
PE reference list.33
Science sequence of learning34
Science Rational47
Science reference list..49
English sequence of learning50
English Rational64
English reference list..66
Computing sequence of learning67
Computing Rational75
Computing reference list..77
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Mathematics Weekly Plan
Subject: Maths Topic: Reading and writing numbers from one to twenty
Week beginning:
Objectives for the week (from the National Curriculum):
Recognise numbers from one to twenty.
Read and write numbers from one to twenty in numerals and words.
Prior Learning:
Children can recognise numbers to ten.
Children can count to ten.
Matching objects to numbers to ten.
Possible Misconceptions:
Students can miss numbers whilst counting to twenty.
Students can recognise the numbers; however, some may misinterpret one number for another number.
Students may get confused between numeral and words.
Key Vocabulary:
Numbers from one to twenty
Number line to 20
Numerals
Words
Children to be aware of (initials):
Day Lesson Sequence
Things to consider:
How is your lesson structured? (Use sub-headings eg flashback four/ warm up/starter; guided/independent etc)
Are there opportunities for fluency, reasoning and problem solving?
How will you support struggling pupils?
How will you challenge those working at greater depth?
Have you included key questions?
Worked examples, key models and images (eg tens frame, bar model, number line, expanded method etc)
This can be hand-written if necessary Resources
Monday
Objective:
Recognise numbers from one to ten.
Be able to write numbers from one to ten in numerals and words with support.
Be able to write numbers from one to ten in numerals and words with support.
Starter: 10 minutes
Display the number line from numbers from one to ten. The teacher recaps the numbers by reading and this also helps refreshes the memory of the students.
Then, the children will read numbers from one to ten.
The teacher will introduce numbers from one to ten in words.
Main teaching: 20 minutes
The children are then provided a whiteboard and marker each whilst they are on the carpet. They are given the word on a flashcard, and they are asked to write a number from one to ten. They are given a few words, and they write the numbers. Then, they are given number flashcards which they need to write the number in words. This done a few times with different words and numbers. They are praised if they have written it correctly and corrected if they have not.
Independent: 10 minutes
For children to complete the worksheet with some numbers and the in next box they need to write the words. Then in others where the words are written, and they need to write numbers these will be numbers from one to ten. Then review the answers in the end.
Additional support for struggling pupils:
Students who are struggling are provided whilst completing the individual task from either teacher or teaching assistant.
They can be provided with intervention after school or where possible.
Challenge those working at greater depth.
Worksheet of numbers with number line missing numbers to fill in with numbers from one to ten. For example: 8blank 9, 5 blank 6.
Plenary:
The children can recognise numbers from to ten in numbers and words.
Write numbers from one to ten correctly in numerals and words.
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Number line to ten.
Numbers one to ten in words.
Whiteboard and marker.
Flashcard
Worksheet
Tuesday
Objective:
Introduce numbers from one to fifteen in numbers. Starter: 10 minutes
Children count from one to ten in a group aloud. Then, when shown numbers written in words to recognise which number it is and say it aloud.
Main teaching: 15 minutes
Then, the teacher introduces numbers from one to fifteen first in numeral.
The teacher will read each numeral and then introduce the words to the numbers.
The children are then provided a whiteboard and marker each whilst they are on the carpet.
They are given the word on a flashcard, and they are asked to write a number from one to fifteen.
They are given a few words, and they write the numbers.
Then, they are given number flashcards which they need to write the number in words.
This done a few times with different words and numbers.
They are praised if they have written it correctly and corrected if they have not.
Independent: 20 minutes
For children to complete the laptop activity with some numbers and the in next box they need to write the words. They can do this peer to begin with and then move independently. Then in others where the words are written, and they need to write numbers these will be numbers from one to ten. Then review the answers in the end.
Supporting pupils struggling:
The children being in pairs to begin with could help as they can help each other where needed. This is because they are at a similar age so could help each other in their ways.
The children who are struggling could be provided intervention.
Challenge pupils:
The teacher could start to introduce more numbers to the children.
Plenary:
The children could recognise numbers from one to fifteen in numerals and words.
2305053622137007556557023000105068223119500 Number line
Whiteboard and marker
Wednesday
Objective:
The children can read and write numbers one to twenty in numerals and words. Starter: 10 minutes
Children count from one to fifteen in as a group.
Then, when shown numbers written in words to recognise which number and choose a child to say what number it was.
Repeat this with a few numbers.
Main teaching: 15 minutes
Then, the teacher introduces numbers from one to twenty first in numeral.
The teacher will read each numeral and then introduce the words to the numbers.
The children are then provided with flashcards with numerals they will have one number each from one to twenty each whilst they are on the carpet.
The teacher will then say a number and the children will raise when their numbers when teachers say it.
Then, they are given number flashcards which they need to write the number in words on a paper.
Independent: 20 minutes
Supporting pupils struggling:
The children being in pairs to begin with could help as they can help each other where needed. This is because they are at a similar age so could help each other in their ways.
The children who are struggling could be provided intervention.
Challenge pupils:
The teacher could start to introduce more numbers to the children.
Plenary:
The children could recognise numbers from one to fifteen in numerals and words.
-9525381000132178366189800 This sequence of learning taught me that recognising, reading, and writing numbers from one to twenty in numerals is a vital base skill in maths. Also, in the national curriculum it is highlighted that teaching and learning of numbers is a key skill of primary education. It allows the children to form a strong thinking of recognising numbers and representation.
In the beginning of the lesson plan, I realised that the children only had a basic understanding of the numbers, they struggled with writing and identifying with numbers and words. Therefore, I have imbedded group activities and peer work where they can support each other weakness. To support learning objectives, I used many strategies and resources such as visual aids, like number lines and flashcards this is helpful for the children with their memory and helps with the recognition and recall of numbers. Furthermore, I included interactive online activities which engages the children into practicing writing and reading numbers in words and numerals. These online activities can the learning more fun and rememberable.
Also, one the activity that I included flashcards. I feel that the flashcards with numbers that the children had to say the word which reinforces the understanding of link between words and numerals. Moreover, it helped with the pronunciation of the numbers. Furthermore, the activity of written worksheets also, helps with the childrens writing practice. The ongoing practice helps the children to improve.
One of the vital objectives for key stage 1 according to the national curriculum is for children to be able to write and read numbers from one to twenty in words and numerals. This key objective helps to create a strong foundation in numbers representation and recognition which is very important for future maths development.
The repetition and recapping in each sequence were very helpful for improvements as they could work on the stuff they couldnt grasp in previous learning. However, I feel like next time I would like to include peer work so the children could learn from each others approaches and help correct each others mistake. This helps with the memory in other lessons. The fluent pacein maths has the ability for children to accurately and rapidly recall maths facts and concepts.
I have some aspects from maths mastery as the key teaching parts in planned lessons was whole class interactive teaching. The children were all talking and answering questions after being taught new knowledge. In order to ensure that objectives of every individual lesson are met and that pupils ace concepts before moving forward to the future step in the curriculum. Maths mastery involve elements of mathematical thinking, fluency, variation, structure, and representation.
In conclusion, at the end of this lesson plan I was able to see my progress and identify parts for improvements to work on further lesson plans. In addition to this, it highlighted the importance of numbers in numerals and words. Also, those students who struggled can be provided one to one and more recapping than the rest of the students as this help the learning be embedded in their head.
