In The Curriculum,  the first textbook published on the subject, inJohn Franklin Bobbitt said that curriculum, as an ideahas its roots in the Latin word for race-course, explaining the curriculum as the course of deeds and experiences through which children become the adults they should be, for success in adult society. Furthermore, the curriculum encompasses the entire scope of formative deed and experience occurring in and out of school, and not only experiences occurring in school ; experiences that are unplanned and undirected, and experiences intentionally directed for the purposeful formation of adult members of society. To Bobbitt, the curriculum is a social engineering arena.
Primary schools will teach students to learn various methods and techniques to be able to reach the correct answer. The end goal means more students will be able to solve a mathematical problem, independently, using a method that suits them.
As students progress they can build on these skills, by recording the levels of achievement, they can be supported to help fully access the curriculum.
The national curriculum framework for mathematics including age-related expectations of learners, as relevant to my setting, is limited. In my setting the basic aspects of maths such as shape, counting and sorting etc are a challenge for many students.
We will write a custom essay sample on Tda 3. Many are only working at P scale levels, but there are a few working to the lower National Curriculum levels. Understanding and an awareness of the skills the students possess in my setting, means practical work such as counting forks or lego bricks, can help the students understand the concept of adding small numbers; they in turn can apply the same techniques to other items and aid problem solving.
But they are also encouraged to use ICT interactive programmes to understand that counting for example is not just for 3D objects. The main subject areas for mathematics used in my setting are: In my setting the teacher will set their Numeracy level each term using the P scales.
This is based on what the student has been able to achieve in previous terms and is now progressing to the next level. Within that P scales level the students will have a list of expectations.
However, some students may not be able to move on to the next level as their disability prevents them or they have only reached a small percentage of expectations and may stay on the same P scale for several terms. From there the individual class lessons have designated times for work on Key Skills which incorporate Numeracy.
Each student has their own individual numeracy target which is monitored by a recording sheet to chart their progress which records what has been achieved; was the work done independently or with prompting; frequency of completing the target.
A work tray will have been compiled of the necessary resources for the Numeracy task.
Then the student is asked to trace the shape which may require hand over hand support. Progress is then recorded and will aid the teacher to plan for future lessons depending on the progress made or whether the task is achievable and needs adapting to best suit the ability of the student.
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