Ricky Huddard's presentation during their to visit to multigrade schools in South Africa.

1. Planning for differentiation
within a mixed aged class.

2.  My Role
 Experience
 Our School

3. Our School

4. Front

5. One area of
play

6. Built in 1846

7. New extension and playground

8.  How do we plan for core subjects Numeracy
(Maths) and Literacy (English) National
Curriculum and differentiation
 Children as the experts- Small school, we all
work together as a family

9. Where we start

10. Delamere C of E Primary School Medium Term Planning Mathematics:
Unit B Block B1
Year 2 Year 3 Year 4
Describe patterns and relationships involving Represent the information in a puzzle or problem Identify and use patterns, relationships and properties of
numbers or shapes, make predictions and test using numbers, images or diagrams; use these to numbers or shapes; investigate a statement involving
these with examples find a solution and present it in context, where numbers and test it with examples
appropriate using £.p
I can sort a set of 3-D shapes I can use what I know about polygons to group them into
I can continue a number pattern I can solve problems using numbers, pictures and regular and irregular polygons
I can explain how I know diagrams
Solve one-step and two-step problems involving numbers,
I can solve a problem involving money Identify patterns and relationships involving money or measures, including time
numbers or shapes, and use these to solve
Derive and recall all addition and subtraction I can round numbers in a calculation to help me estimate
problems
facts for each number to at least 10, all pairs the answer to the calculation
with totals to 20 and all pairs of multiples of 10 I can describe patterns when I solve problems
Use knowledge of addition and subtraction facts and place
with totals up to 100
I know and use addition and subtraction facts for all value to derive sums and differences of pairs of multiples
I can recall number facts for each number up to numbers to 20 of 10, 100 or 1000
10
I know the 2, 3, 4, 5, 6 and 10 times–tables and use Draw polygons and classify them by identifying their
Derive and recall multiplication facts for the 2, 5 them for division facts properties, including their line symmetry
and 10 times-tables and the related division
Use knowledge of number operations and I know facts about regular polygons such as the number of
facts; recognise multiples of 2, 5 and 10
corresponding inverses, including doubling and sides and number of angles
Visualise common 2-D shapes and 3-D solids; halving, to estimate and check calculations I can pick out irregular polygons that have at least one
identify shapes from pictures of them in different right angle
I can estimate and check my calculations
positions and orientations; sort, make and
Visualise 3-D objects from 2-D drawings; make nets of
describe shapes, referring to their properties Relate 2–D shapes and 3–D solids to drawings of
common solids
them; describe, visualise, classify, draw and make
I can look at pictures of 2-D shapes and name
the shapes If I see a drawing of a cube or a pyramid I can visualise the
them
solid shapes. I can make a 3d net
I can recognise shapes from drawings

11. Delamere C of E Primary School Medium Term Planning Mathematics:
Unit B Block B1
Year 2 Year 3 Year 4
Describe patterns and relationships involving Represent the information in a puzzle or problem Identify and use patterns, relationships and properties of
numbers or shapes, make predictions and test using numbers, images or diagrams; use these to numbers or shapes; investigate a statement involving
these with examples find a solution and present it in context, where numbers and test it with examples
appropriate using £.p
I can sort a set of 3-D shapes I can use what I know about polygons to group them into
I can continue a number pattern I can solve problems using numbers, pictures and regular and irregular polygons
I can explain how I know diagrams
Solve one-step and two-step problems involving numbers,
I can solve a problem involving money Identify patterns and relationships involving money or measures, including time
numbers or shapes, and use these to solve
Derive and recall all addition and subtraction I can round numbers in a calculation to help me estimate
problems
facts for each number to at least 10, all pairs the answer to the calculation
with totals to 20 and all pairs of multiples of 10 I can describe patterns when I solve problems
Use knowledge of addition and subtraction facts and place
with totals up to 100
I know and use addition and subtraction facts for all value to derive sums and differences of pairs of multiples
I can recall number facts for each number up to numbers to 20 of 10, 100 or 1000
10
I know the 2, 3, 4, 5, 6 and 10 times–tables and use Draw polygons and classify them by identifying their
Derive and recall multiplication facts for the 2, 5 them for division facts properties, including their line symmetry
and 10 times-tables and the related division
Use knowledge of number operations and I know facts about regular polygons such as the number of
facts; recognise multiples of 2, 5 and 10
corresponding inverses, including doubling and sides and number of angles
Visualise common 2-D shapes and 3-D solids; halving, to estimate and check calculations I can pick out irregular polygons that have at least one
identify shapes from pictures of them in different right angle
I can estimate and check my calculations
positions and orientations; sort, make and
Visualise 3-D objects from 2-D drawings; make nets of
describe shapes, referring to their properties Relate 2–D shapes and 3–D solids to drawings of
common solids
them; describe, visualise, classify, draw and make
I can look at pictures of 2-D shapes and name
the shapes If I see a drawing of a cube or a pyramid I can visualise the
them
solid shapes. I can make a 3d net
I can recognise shapes from drawings

12. Delamere C of E Primary School Medium Term Planning Mathematics:
Unit B Block B1
Year 2 Year 3 Year 4
Describe patterns and relationships involving Represent the information in a puzzle or problem Identify and use patterns, relationships and properties of
numbers or shapes, make predictions and test using numbers, images or diagrams; use these to numbers or shapes; investigate a statement involving
these with examples find a solution and present it in context, where numbers and test it with examples
appropriate using £.p
I can sort a set of 3-D shapes I can use what I know about polygons to group them into
I can continue a number pattern I can solve problems using numbers, pictures and regular and irregular polygons
I can explain how I know diagrams
Solve one-step and two-step problems involving numbers,
Visualise common 2-D shapes and 3-D Identify patterns and relationships involving money or measures, including time
solids; identify shapes from pictures of numbers or shapes, and use these to solve
I can round numbers in a calculation to help me estimate
them in different positions and problems
the answer to the calculation
orientations; sort, make and describe
I can describe patterns when I solve problems
shapes, referring to their properties Use knowledge of addition and subtraction facts and place
I know and use addition and subtraction facts for all value to derive sums and differences of pairs of multiples
I can solve a problem involving money
numbers to 20 of 10, 100 or 1000
Derive and recall all addition and subtraction
Use knowledge of number operations and Draw polygons and classify them by identifying their
facts for each number to at least 10, all pairs
corresponding inverses, including doubling and properties, including their line symmetry
with totals to 20 and all pairs of multiples of 10
halving, to estimate and check calculations
with totals up to 100 I know facts about regular polygons such as the
I can estimate and check my calculations number of sides and number of angles
can recall number facts for each number up to
I can pick out irregular polygons that have at least one
10 Relate 2–D shapes and 3–D solids to
right angle
drawings of them; describe, visualise,
Derive and recall multiplication facts for the 2, 5
classify, draw and make the shapes Visualise 3-D objects from 2-D drawings; make nets of
and 10 times-tables and the related division
common solids
facts; recognise multiples of 2, 5 and 10 I can recognise shapes from drawings
If I see a drawing of a cube or a pyramid I can visualise
I can look at pictures of 2-D Look at lines of symmetry
the solid shapes. I can make a 3d net
shapes and look for symmetry

13. Mental/oral Main Teaching Activity Plenary
Obj Activity Obj Strategies G1 Easy G1 Hard G2 Easy Group 3 Resources Key points
Hard
M Rehears Select a Recog line Year 2/3/4 Chn Give chn Give chn Chn create Abacus T Recognising
e card symm in Place a sheet of A3 investigate shapes halves of symm Card S3 a shape has
addition from a shapes paper on the board. cut-out cut out of symm shapes on Y4, symm if one
pairs to set of Recog Draw a vertical shapes for squared shapes geoboards, Mental side will
7,8,9 number shapes (mirror) line on the lines of paper. drawn on then copy Warm-ups fold exactly
cards 0- with no paper. Draw half a symm by They geoboard onto p3 Y3, Act onto the
7, hold it
lines of rectangle meeting the folding. draw lines paper. geoboard Bk p53 other.
up & readsymm mirror line on one They of symm The chn paper. no2 Y3, Divide the
aloud. Recog the side. Point to the discuss on the complete They draw SDM p32 class into
Chn hold line symm mirror line and tell and see if shapes. the the line of Y3, two teams
up propertie the chn what it is. Ask they (SDM shapes by symm using P/C Bk symm and
number s of a child to draw the agree. p32) sketching a diff p115 Y4, non-symm.
pair to 7,
polygons other half of the They sort reflectio colour. Act Bk Take
rpt for Sketch shape. Discuss with the shapes ns. They start p55 no5 polygons out
bonds to the the chn if they are according Then with Y4, of a bag,
8 & 9. reflection correct. Check by to their no they squares, number choose chn
(Mental of a shape cutting out and of lines of make rectangles cards 0-9, to say if the
Warm- in a folding. Discuss the symm. their own and mirrors, shape is
ups p3) mirror name and properties Make a symm triangles geoboards symm or
Start Y3 line of the completed display, shapes on and , rubber not. Give 5
tasks. shape. Rpt with diff naming geoboard progress bands, points for
shapes and progress each shape paper. from geoboard the
to having the mirror & drawing (P/C Bk there. paper, matching
line in diff positions. lines of p115) TD scissors, team and 1
symm. A3 paper, point for
(May need sets of naming the
other plastic & shape. First
adult help) card to 100 wins.
polygons,
feely bag

14. The Planning Process

15. Delamere CE Primary School- Dialogue and Plays
Class/Set: W/B: Term: Unit: Teacher
Class 2 06.09.10 Autumn Plays (Week 1) Mr R Huddart
RENEWED FRAMEWORK OBJECTIVES Groupings & NC sub-level:
Speaking & listening: LA MA HA
4. Create roles showing how behaviour can be interpreted from 1. 1C/1A 4. 2B/2A 6. 3B/3A
different viewpoints. 2. 2C/2B 5. 2A/3C 7. 3A/4C
1. Respond appropriately to the contributions of others in the light 3. 2C
of differing viewpoints.
4. Comment constructively on plays and performances, discussing
effects and how they are achieved
Reading: Key aspects of learning:
7. Use knowledge of different organisational features of texts to Understand what a proverb is
find information effectively. Learn how to create a playscript with stage directions
7.Use knowledge of word structures and origins to develop their
understanding of word meanings.
Writing: Suggested outcomes:
4. Develop scripts based on improvisation. 6. Use knowledge of OVERVIEW OF PLAYSCRIPTS FROM PRIMARY FRAMEWORK
phonics, morphology and etymology to spell new and unfamiliar words Perform a playscript Read and explore characteristics of playscripts related to
7.(adapted) Explain how writers use proverbs to create images and one of more of previous narrative units. (Possibly play versions of known or
atmosphere. previously studied narratives, comparing the two.)
9. Develop and refine ideas in writing using planning and problem- Use extracts or scenes from a range of narratives covered in other units.
solving strategies Explore characters, issues and dilemmas. Improvise dialogue between key
9. Choose and combine words, images and other features for characters and use this as the basis for writing own short playscripts, using
particular effects features explored earlier.
11. Clarify meaning and point of view by using varied sentence Perform (possibly using ICT to record) and evaluate
structure (phrases, clauses and adverbials)
Resources: ICT/Cross-Curricular Links:
Teacher’s resources
Children’s resources Apple Mac’s used where possible to assist learning and creativity.
PSCHE: Feelings and emotions
LAYERED TARGETS:
MUST: SHOULD: COULD:
Yr 2/3: I can choose interesting words from a bank. Yr 2/3: I can use a range of Yr 2/3: I can add detail to give more information about a
Yr 4: I can use a range of adjectives and powerful verbs to add adjectives and powerful verbs subject or event.
detail. to add detail. Yr 4: I can add detail to give more information to engage
Yr 4: I can add detail to give the reader.
more information about a
subject or event.

16. Date: Learning Challenge Quality First Teaching Input: Independent Guided Group Plenary/ Evaluation (against
(Obj); Whole class word/ Whole Class Shared Differentiated Work: Review success criteria):
sentence: Reading/Writing: Activities: (AfL
Opportunities)
:
3 Can I identify What is a playscript? Look at some examples. Read Table 1/2 Share what Can children
MON features of a play the Jumble Queen together( LIT World)lesson 1 Write up features of play scripts they identify features
05.09.11 script? questions- explain word ‘jumble’=biscuit LA Support sheet ( blanked out like/dislike of playscripts and
Discuss the features of playscripts. Notice cast words about plasy identify them in
list/NO props/Narrator Table 3/4 compared with plays?
Chn suggest features that are always found in Use time to read through a variety stories to
playscripts. (use big book page 10 – features of of plays, commentating verbally on read
playscripts) the features they can see.
Draw up a list to be used as a checklist later in the
unit (see resources). SHEET with features
4 Can I explore the Identify playscripts. Read a story with the Table 1 2 Share Can children
TUES difference between as a compound word- class that you will look at Children find compound words in text compound recognise (and
06.09.11 playscripts and explain what compound as a playscript tomorrow. by highlighting with teacher support words that we define ) a
stories? words are The Twits? can use in a compound word?
Hansel and Gretel? Table 3 sentence
Ask children to comment explore the meaning of compound
on the structure of the words, use internet to aid
story understanding
Table 4 5 6
Children create compound words using
the base words provided
WED Can I write a Look at the use of adverbs in a playscript (use any Cooperative learning groups Compile a list Can the children
07.09.11 playscript including suitable playscript). What is an adverb? A word or Explore a range of plays in groups. of adverbs for recognise an
an adverb? phrase that describes or modifies a verb. Many Choose a play and story board the display in class adverb?
adverbs have the suffix –ly. In a playscript they action- differentiated thru( speech
are often used in the stage directions, to indicate bubble/or direct speech in box
the manner in which the actor should move or say underneath)
his lines. Collect some suggestions from chn for
adverbs for movement and for speech. Add to a
class list for future use (see resources). Could some
be used for both? GfW Unit 23
Thurs Can I explore play Time for exploring the playscripts together. Give children time to read and Would they Can the children
08.09.11 scripts? Re cap the features act out in groups various short add to the act out a play
Group Rehearse ready to perform stage script following
plays
directions stage directions?
Paying attention to the voice more
and actions information,
Rehearse ready to perform would it help
them to
portray a
character?

17.  Making everybody feel involved
 Eradicate the thought of different abilities
 Looking for older role models within the class
 Encouraging boys to read and write

19. Drama Projects
Dressing Up Days- Getting into
Character

20. Chinese Culture
Historical Setting
Story Settings

21. Local professionals
Building trust
Joint cooking

23. Children’s Ideas- Pirates of the Caribbean
Helping Others Understand School Experiences

24. Careers to inspire writing
Gardening
Projects
Future Careers (Life Skills)