Core Paper B

• Mathematics
• Lower Secondary (Key Stage 3)

Core Paper B

Element 7 - Child Development 

Element 8 - Observation & Assessment

Element 9 - Reflective Practice

Element 10 - Equality & Diversity

Element 11 - Special Educational Needs

Element 12 - English as an additional language

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Core Paper B revision 

T - Level in Education & Early years 

What is sensory perception?

1. Its about how we see the environment around us
2. Creating sensory activities to support children.
3. Sensory perception is only used in early years
4. The way our senses provide feedback to our brains to help us understand.

Which of the following is a key cognitive skill for a 2 - 3 year old?

1. Can manage simple calculations
2. Is able to repeat a whole story
3. Places an object in a container when asked.
4. Can find the off one out in a group

Identify two motor movements for a 13 year old?

1. Increased stamina due to puberty
2. can use a spoon and fork well
3. Can use a rattle as a shaker
4. can cut out circles

Which age would you expect to see parallel play?

1. 1 - 2 years
2. 2 - 3 years
3. 3 - 4 years
4. 4 - 5 years

The Education reform act was responsible for the reform of the National curriculum in 1988 due to school's reflective practice?

1. True
2. False

Identify the correct hierarchical structure?

1. Legislation > Policy > Procedures
2. Procedures > Legislation > Policy
3. Policy > Procedures > Legislation
4. Legislation > Procedures > Policy

12 Mark Questions 

In front of you is a 12 mark question, I would like you to plan your answer on sheet 1. 

What will you put in your answer?

Think outside the box, although this is a element 12 question what other elements link?

Collab in groups and then answer the question using a colour  coordinated strategy

Theories for student led approach 

1. Constructivism 
2. Humanism 
3. Connectivism 

Specific student led strategies

• Use scaffolding to support children by providing responsive support when children need additional explanation with the math's activity

• Encourage children to work with their peers when solving maths problems to collaborate and facilitate a ‘buddy’ system

• Build on children’s prior mathematical knowledge and provide a task at the correct level for their mathematical development

• Encourage children to problem solve to find the answer to a math's challenge

• Facilitate mathematical learning by providing additional explanation to the child in a way that supports the child’s preferred learning styles

• Provide a range of resources such as number lines, counting cubes, number frames, number squares

• Provide appropriate technology to support investigation and problem solving.

 

Justification for use of a student-led approach to support the Year 4 children:

• When Charlie allows children take the lead in the maths activity, they’re likely to concentrate on ideas that interest them, allowing them to engage with the objective

• Children have a  connection with their peers than a teacher, student led learning enables communication between children which supports greater understanding of concepts

• Children will become more independent and self-reliant which helps children to develop the ability to develop skills of problem solving when completing maths activities

• Working in this way gives children permission to make mistakes and to try again which leads to greater achievements

• Encourages children to think for themselves, rather than simply following Charlie’s instructions

Justification for use of a student-led approach to support the Year 4 children:

• When Charlie allows children take the lead in the maths activity, they’re likely to concentrate on ideas that interest them, allowing them to engage with the objective

• Children have a  connection with their peers than a teacher, student led learning enables communication between children which supports greater understanding of concepts

• Children will become more independent and self-reliant which helps children to develop the ability to develop skills of problem solving when completing maths activities

• Working in this way gives children permission to make mistakes and to try again which leads to greater achievements

• Encourages children to think for themselves, rather than simply following Charlie’s instructions