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Can use activity examples from white rose but not copy word for word.

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Must follow and read the LO and instructions given on the uploaded docs very very carefully so read through slowly…MUST NOT BE RUSHED. (use full 14 day term if needed)
Must be completed by an expert who is proficient on lesson planning primary maths, having knowledge on the potential connections and contingies, tricky bits (misconceptions), deviations.Need to include words such as:mico teaching, complex instruction, adaptive teaching, differentiation, manipulation of resources/materials, sequencing, scaffolding, visual representation, questioning, coherence, patterns, broader applications.
This is a level 6 piece of work so this needs to be reflected.A) Create 3 separate lessons plans that must be sequenced and consecutive (follow on from the previous using the template given.
Must be devised for Year 3 children at Primary level.
Based on the topic of ‘TIME’.
Look at examples but bear in mind that they are on a different topic.
Must create the plans first with step by step plan with timings, with intro, input, activities, plenary etc. Can use activity examples from white rose but not copy word for word.
Must be detailed but concise (so cutting out wordy jargon ie. ‘…then children will be sitting on the carpet…)
Include some brief imagery within plan.
Include a a bitesize link ot short video to be watched.
Include some foundational and transformational knowledge underpinning the maths content.
plan must cover key vocab, resources, extensions etc etcB) Then annotate these lesson plans to indicate all the pointers that must be highlighted on the connections and contingencies with the learning, process of lesson and pedagogy and STRATEGIES (all on the’Annotation Content doc)
:
• How are connections developed? (Consider prior learning, connections within the topic and across different aspects of mathematics.) Making connections (between procedures/concepts) / Use of opportunities
• Which are the ‘tricky’ bits? How is teaching designed to develop understanding in these areas? Anticipation of complexity
• How is the maths broken down into small steps to support learning and understanding? Decisions about sequencing
• Are there opportunities for adaptive teaching? Anticipation of complexity / Recognition of conceptual appropriateness
• Are misconceptions or ‘unexpected’ answers considered? Deviation from agenda/ Responding to children’s ideasAll instructions on how to annotate is uploadedAnnotations on these must be referenced back to all relevant theorists and sources and noted within annotation (source, date) Use Reading list effectively here.MUST mention: Rickard, Haylock (alot), Boaler, Rose and Shine, Thompson, Smith, Watson, government National Curriculum Doc.
Include full listed Harvard bibliography at the end.Don’t complete assignment blindly, please take not of all the instructions and contact me if any questions or confusion.(3000 equivalent)

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