Mental maths:

· Working on the importance of quick recall and recognition of number facts, including addition, subtraction and multiplication and division facts, tailored to individual needs.

· Homework will focus on practicing these facts, even when answers are provided, we encourage mental agility and quick recall.

· Mental maths strategies of counting on, counting back, doubling, halving, rounding and adjusting and partitioning will be used as appropriate.

Number:

· All number learning intentions and activities are differentiated to each individual pupil.

· Hands-on activities are used to provide opportunities for pupils to work with manipulatives such as counters, numicon, blocks, and natural objects.

· A range of both practical and textbook work is used to ensure a balanced approach to learning.

· Pupils are encouraged to explain their reasoning and problem-solving processes in their written work.

Topic Maths:

· Continuing to consolidate learning from the pervious term by exploring the properties of different 2-D and 3-D shapes.

· Engage pupils in identifying and classifying shapes based in their attributes such as faces, edges and vertices.

· Begin exploring measurement focusing on length and weight.

· Conduct practical measurement activities using non-standard (steps, paperclips, pencils) and standard units of measurements (mm, cm, m) to measure a range of objects indoors and outdoors.

· Conduct practical measurement activities using balancing scales and weighing scales to measure weights of a range of objects.

· Recognise and use appropriate language associated with length – long, short, longer, shorter, centimetres, meters.

· Recognise and use appropriate language associated with weight – heavy, light, heavier, lighter, balance, same as, grams, kilograms.

· Money related activities incorporated into Numeracy taskboards on a weekly basis to promote functional life skills.

Materials Topic (Jan – March)

We are learning about the importance of materials and their properties and their connection to everyday life and the world around us.

Science:

· Exploring the characteristics of materials such as hardness, flexibility, transparency and waterproofing.

· Conducting simple experiments to these properties (e.g. which materials are waterproof).

· Discuss why specific materials are chosen for objects (e.g., glass for windows, rubber for tires).

· Engage in hands-on activities, like creating a chart comparing different materials and their uses.

History:

· Examine how materials have been used throughout history (e.g. wood in ancient tools, metals in weapons).

· Discuss significant historical advancements due to materials innovations (e.g. the Bronze Age, Industrial Revolution).

· Explore how different cultures utilise materials unique to their environment (e.g. adobe in desert regions, bamboo in tropical areas).

· Encourage children to research materials used in their own cultural backgrounds.

Geography:

· Learn about where different materials come from (e.g., metals from mines, cotton from plants).

· Discuss the geography of materials: how climate and environment influence material availability (e.g., marble from mountains, clay from riverbanks).

· Discuss how we import and export materials from different countries.

· Discuss sustainability and the impact of materials choices on the environment.

To allow the learning above to be accessible for all pupils, we will use visual aids of pictures and diagrams; have hands-on practical activities to allow pupils to touch and compare materials; ensure language is simplified appropriately for the needs of each child and encourage pupils to engage in questions and discussions to promote a deeper understanding. We invite you to participate in discussions at home about materials and their uses and will suggest through SeeSaw some simple home projects where pupils can explore materials around their house and share findings with the class.