Curriculum for Excellence Maths and Numeracy Experiences and Outcomes Early Level MTH 0-17a In movement, games and using technology I can use simple directions and describe positions
Links to current 5-14 Planners A6.4 A6.7
Key Learning Intentions
We use positional words (above, below, in front of, behind) to describe where someone/something is.
We use the words up, down and across to describe movement.
We use left and right to describe specific directions. We use left and right to differentiate between identical body parts eg “hold the ball in your left hand”
Learners’ Experiences / Possible Contexts Success Criteria Consider: collaborative learning, creativity, problem solving/investigative approaches, use of ICT, links across the curriculum etc. Key vocabulary Up, down, across, above, below, in front of, behind, I can listen to and follow left, right oral instructions to find an item or person. Active Learning Bebot I can use positional Computer games words to describe where Remote control car things/people are. Gym Hall instructions Positioning visually, in front, behind I can use the terms up, Hide and seek(find an object) down and across to Singing Games describe a movement or Stories journey. Baking/ cooking Malleable materials (dough, clay…) I can follow oral Collage instructions to complete a Modelling –construction journey. Junk modelling Construction – building blocks I can tell the difference Sand play between left and right. Physical play(indoors and outdoors) Looking for/ talking about “environmental I can follow oral positions/directions”, i.e.Buildings, Vehicles, Road instructions containing signs left and right eg “turn left”, “throw the ball with your right hand”.
Evaluation and Next Steps
I can describe a journey using the words left and right eg “go along the Angle, Symmetry and Transformation
City of Edinburgh Council
Curriculum for Excellence Maths and Numeracy Experiences and Outcomes Resources corridor and turn right to get to the toilet”. • Jigsaws (inset and interlocking, hands and We use visual signs eg I can follow visual feet) arrows to direct us. directions, i.e. arrows • Road Safety mapping Maps help us find the way to a designated point.
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Bean Bag Target (matching – shapes as targets) Geo Giant Shapes (colour, shape, angle, size and length) – maths language development Dominoes Geometric Shapes Carpet (ASN) Hopscotch Bebot shape mats Treasure Maps Physical play Road markings for wheeled toys Construction/ Pulleys
I can follow a simple map, counting steps to find a designated point, i.e. treasure map
Websites: www.bbc.co.uk/schools www.sparklebox.co.uk www.flyingpig.com
Angle, Symmetry and Transformation
City of Edinburgh Council