Learning Without Lessons

66 Pages·2016·6.39 MB·English

Learning Without Lessons
Pace and race
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Learning Without Lessons © 2016 Chris Quigley Education Ltd.
Fewer things in greater depth
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Learning Without Lessons © 2016 Chris Quigley Education Ltd.
Defining depth
“I can drive a car!”
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Learning Without Lessons © 2016 Chris Quigley Education Ltd.
Fewer things... Really?
248
Things to master in the maths curriculum alone.
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Learning Without Lessons © 2016 Chris Quigley Education Ltd.
Learning not lessons
Learning objectives are: Lessons are: Progress is:
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Learning Without Lessons © 2016 Chris Quigley Education Ltd.
Learning without lessons - the 4 key
principles
Learning won’t
be achieved
Lessons may have
in a lesson -
multiple objectives.
understanding will
be advanced.
Objectives will
be repeated
Not all objectives
many times to
will have dedicated
ensure depth of
lessons.
understanding.
Provision needs to be judged over time, not in single lessons.
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Learning Without Lessons © 2016 Chris Quigley Education Ltd.
Learning without lessons
Conscious
connections
Continuous
Longitudinal
provision
learning
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Learning Without Lessons © 2016 Chris Quigley Education Ltd.
Year 1
(31 items)
Number and place value Measures Multiplication and division
• count to and across 100, forwards and • compare, describe and solve practical problems • solve one-step problems involving
backwards, beginning with 0 or 1, or from any for: multiplication and division, by calculating
given number the answer using concrete objects, pictorial
• lengths and heights [for example, long/short,
• count, read and write numbers to 100 in representations and arrays with the support of
numerals; count in multiples of twos, fives and longer/shorter, tall/short, double/half] the teacher.
tens • mass/weight [for example, heavy/light,
• given a number, identify one more and one heavier than, lighter than]
less
• capacity and volume [for example, full/empty,
• identify and represent numbers using objects
more than, less than, half, half full, quarter]
and pictorial representations including the Fractions
number line, and use the language of: equal • time [for example, quicker, slower, earlier, • recognise, find and name a half as one of two
to, more than, less than (fewer), most, least later] equal parts of an object, shape or quantity
• read and write numbers from 1 to 20 in • measure and begin to record the following: • recognise, find and name a quarter as one
numerals and words. of four equal parts of an object, shape or
• lengths and heights
quantity.
• mass/weight
• capacity and volume
• time (hours, minutes, seconds)
Addition and subtraction
• recognise and know the value of different
• read, write and interpret mathematical
denominations of coins and notes Geometry - shapes
statements involving addition (+), subtraction
(–) and equals (=) signs • sequence events in chronological order using • recognise and name common 2-D and 3-D
• represent and use number bonds and related language [for example, before and after, next, shapes, including:
• 2-D shapes [for example, rectangles
subtraction facts within 20 first, today, yesterday, tomorrow, morning,
(including squares), circles and triangles]
• add and subtract one-digit and two-digit
afternoon and evening]
• 3-D shapes [for example, cuboids
numbers to 20, including zero
• recognise and use language relating to dates, (including cubes), pyramids and spheres].
• solve one-step problems that involve addition
and subtraction, using concrete objects and including days of the week, weeks, months and
pictorial representations, and missing number years Geometry - position, direction and movement
• describe position, direction and movement,
problems such as 7 = [ ]  – 9. • tell the time to the hour and half past the hour
including whole, half, quarter and three-
and draw the hands on a clock face to show
quarter turns.
these times.
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Learning Without Lessons © 2016 Chris Quigley Education Ltd.
Cut your maths lessons by up to 1/3
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Learning Without Lessons © 2016 Chris Quigley Education Ltd.