useful websites

[blackeyedsusan]

teachertools.londongt.org/index.php?page=gifted hope that works!

the one above has some info on gifted and talented, but the nagc website seems to be better.

assessment of speaking and listening, reading and writing these documents will be replaced shortly, (when the government gets around to it! ) they give some guidance on the different areas that are assessed.

assessing writing

assessing reading

both of these good ideas of how to improve childrens reading/writing.

explanations of writing assessment grids

more explanations of writing grids

maths games

several maths games

lots of games here

worksheets

alternative phonemes

website advertising games

parents leaflets with ideas for maths at home

Thanks BES.
My son isn't G and T, bu still useful and will make for some interesting reading later.

ictgames, literacy and other games

woodlands, has lots of games

numeracy websites on the bbc

language websites on the bbc

YEAR 1 BLOCK A UNIT 2 (SPRING) COUNTING, PARTITIONING AND CALCULATING
I Can Statements / End of year Objectives Red is Using and Applying
I can solve a problem or puzzle using adding/subtracting.
(Solve problems involving counting, adding, subtracting, doubling or halving in
the context of numbers, measures or money, for example to ?pay? and ?give
change?.)
I can talk about how I solve problems using adding/subtracting.
(Describe ways of solving puzzles and problems, explaining choices and
decisions orally or using pictures.)

1 I can estimate the number in a group of up to 20 objects.
I can check the number by counting.
(Count reliably at least 20 objects, recognising that when rearranged the
number of objects stays the same; estimate a number of objects that can be
checked by counting.)
2 I know how to write numbers up to 20.
I know where numbers up to 20 or more belong on a number track.

• I can show two-digit numbers using practical apparatus and relate this to how the numbers are written. (Read and write numerals from 0 to 20, then beyond; use knowledge of place value to position these numbers on a number track and number line.) 3 I can put numbers up to 20 or more in order. (Compare and order numbers, using the related vocabulary; use the equals (=) sign.) 4 I know the number that is one more or one less than any number up to 20 or more. (Say the number that is 1 more or less than any given number, and 10 more or less for multiples of 10.) 5 I can add 1, 2, 3, 4, 5, 6, 7, 8 or 9 to numbers up to 20 or more. (Relate addition to counting on; recognise that addition can be done in any order; use practical and informal written methods to support the addition of a one-digit number or a multiple of 10 to a one-digit or two-digit number.) 6 I can work out the difference between two numbers. (Understand subtraction as ?take away? and find a ?difference? by counting up; use practical and informal written methods to support the subtraction of a one-digit number from a one-digit or two-digit number and a multiple of 10 from a two-digit number.) 5+6 I can talk about adding and subtracting. I can use the signs +, ? and = when I write addition and subtraction sentences. (Use the vocabulary related to addition and subtraction and symbols to describe and record addition and subtraction number sentences.)

I can use numbers or shapes to make patterns of my own.
I can describe my patterns to others.
*I can sort numbers and shapes in different ways.
(Describe simple patterns and relationships involving numbers or
shapes; decide whether examples satisfy given conditions.)

 I can use what it says in a problem to work out what sum to do.
 (Solve problems involving counting, adding, subtracting, doubling or 
 halving in the context of numbers, measures or money, for example to 
 ?pay? and ?give change?.)

1 I can count in ones forwards and backwards using numbers beyond 20.
I can count in twos up to ten and then up to twenty.
(*Count reliably at least 20 objects; estimate a number of objects

that can be checked by counting.)
2 I can say the number that is one more or one less than a number.
I can say the number that is ten more or ten less than a multiple of
ten.
(Say the number that is 1 more or less than any given number, and 10
more or less for multiples of 10.)
3 I know the pairs of numbers that total 10.
I know how to add numbers to make different totals up to 5 and I
am beginning to work out take away answers as well.
(Derive and recall all pairs of numbers with a total of 10 and addition
facts for totals to at least 5; work out the corresponding subtraction
facts.)
4 I can recall or work out the doubles of numbers up to 5 + 5 or more.
(Recall the doubles of all numbers to at least 10.)
5 I can use the correct symbols when representing a number story as a number sentence.
(*Record addition and subtraction number sentences.)
6 I know the names of familiar 2-D and 3-D shapes and I can picture

(not sure what the I can picture it is at the end )

more of block b unit 2
Vocabulary
problem, answer, method, number sentence, sign, operation, explain, read, write, record, count, compare, order, estimate, predict, pattern, repeating pattern, sort, property, set, group

zero, one, two, three, ?, hundred; first, second, third, ?; ones, tens, ?teens? number, exchange, digit

count to, count on/back to/from, count up to/from, the same number as, as many as, equal to, equals (=), sign, more, less, before, after, halfway, nearly, roughly, add, plus (+), makes, sum, total, altogether, subtract, minus (?), take away, leaves, difference, double, halve, half

how many ??, how many more to make ??, how many more is ? than ??, how much more is ??, how many fewer is ? than ??, how much less is ??, what is the difference between ??

shape, make, build, draw, curved, straight, hollow, solid, flat, side, corner, point, face, edge, cube, cuboid, pyramid, cone, cylinder, sphere, triangle, circle, rectangle, square
Prior Learning
 Make and talk about simple patterns using numbers and shapes.
 Say and use the number names in order in familiar contexts and recognise numerals 1 to 9.
 Count reliably up to 10 objects.
 Use language such as ?more? or ?less? to compare two numbers.
 Find one more or one less than a number from 1 to 10, using resources.
 Select two groups of objects to make a given total.
 Use language such as ?circle? or ?bigger? to describe the shape and size of solids and flat shapes.
 Sort objects into groups and explain how they sorted them.

YEAR 1 BLOCK C UNIT 2 (SPRING) HANDLING DATA AND MEASURES
I Can Statements / End of year Objectives Red is Using and Applying
I can show what I found out so that other people will understand.
(Answer a question by selecting and using suitable equipment, and sorting information, shapes or objects; display results using tables and pictures.)

I can talk about why I chose to solve the problem in the way that I did.
(Describe ways of solving puzzles and problems, explaining choices and 
decisions orally or using pictures.)

1 I can use equipment to measure objects.
(Estimate, measure, weigh and compare objects, choosing and using
suitable uniform non-standard or standard units and measuring
instruments (e.g. a lever balance, metre stick or measuring jug).)

2 I can draw pictures/diagrams to show what I have found out.
*I can show information in lists, pictures, tables, block graphs and
pictograms
(Answer a question by recording information in lists and tables;
present outcomes using practical resources, pictures, block graphs or
pictograms.)

3 I can sort objects using my own diagram to help me.
(Use diagrams to sort objects into groups according to a given criterion;
suggest a different criterion for grouping the same objects.)

Vocabulary
problem, question, explain, predict, pattern, collect, organise, compare, order, sort, group, same, different, property, represent, interpret, count, tally, vote, measure, weigh, guess

information, graph, block graph, pictogram, diagram, list, table, label, title

zero, one, two, three, ?, twenty; first, second, third, ?; more/less, most/least, most/least popular, most/least common, about the same as, enough, not enough, too much, too little, too many, too few, nearly, roughly, about, close to, just over, just under, half way

how many ??, how many more is ? than ??, how much more is ??, how many fewer is ? than ??, how much less is ??

unit, centimetre (cm), metre (m), ruler, metre stick, tape measure, balance, scales, container, measuring jug, capacity, weight, length, width, height, depth, size, long, short, tall, high, low, wide, narrow, deep, shallow, thick, thin, and comparatives such as longer/longest, heavier/heaviest, holds more/holds most
Prior Learning
 Describe solutions to practical problems, drawing on experience, talking about their own ideas, methods and choices.
 Sort familiar objects and count how many objects share a particular property, presenting results using pictures, drawings or numerals.
 Count reliably at least 10 everyday objects and recognise the corresponding numerals.
 Use language such as ?more? or ?less? to compare two numbers.
 Use language such as ?circle? or ?bigger? to describe the shape and size of solids and flat shapes.
 Use language such as ?greater?, ?smaller?, ?heavier? or ?lighter? to compare quantities.

YEAR 1 BLOCK D UNIT 2 (SPRING) CALCULATING, MEASURING AND UNDERSTANDING SHAPE
I Can Statements / End of year Objectives Red is Using and Applying
I can add up and take away when I measure.
(Solve problems involving counting, adding, subtracting, doubling or halving
in the context of numbers, measures or money, for example to ?pay? and
?give change?.)

1 I can guess how many jugs of water I will put into the bowl to fill it.
I can use the red weights to balance a parcel.
*I can order small sets of objects according to their weight, capacity,
height, length or width.
(Estimate, measure, weigh and compare objects, choosing and using
suitable uniform non-standard or standard units and measuring
instruments (e.g. a lever balance, metre stick or measuring jug).)
2 *I can sort coins and recognise that some coins have a greater value than
others.
(*Begin to understand the value of different coins.)
3 I can buy two toys and work out how much they cost altogether.
(Relate addition to counting on; recognise that addition can be done in any
order; use practical and informal written methods to support the addition
of a one-digit number or a multiple of 10 to a one-digit or two-digit
number.)
4 I can work out how much I have left from 20p when I buy a toy.
(Understand subtraction as ?take away? and find a ?difference? by counting
up; use practical and informal written methods to support the subtraction
of a one-digit number from a one-digit or two-digit number and a multiple
of 10 from a two-digit number.)
5 I know that it is 3 o?clock when the big hand points to the 12 and the
small hand points to the 3.
*I know the time of significant events of the day e.g. lunch time, bed time,
assembly time.
(Use vocabulary related to time; order days of the week and months; read
the time to the hour and half hour.)
6 I can tell my partner where to place their cubes to make the same shape
as mine.
I can follow instructions to make the same shape as my partner.
(Visualise and use everyday language to describe the position of objects
and direction and distance when moving them, for example when placing
or moving objects on a game board.)
7 I know how to turn right and to turn left.
(Identify objects that turn about a point (e.g. scissors) or about a line (e.g.
a door); recognise and make whole, half and quarter turns.)

Vocabulary
problem, method, number sentence, explain, record, compare, order, measure, weigh

count, guess, estimate, roughly, enough, not enough, too much, too little, too many, too few, more, less, the same number as, equals (=), add, plus (+), sum, total, altogether, subtract, minus (?), take away, difference, double, halve, half, quarter, how many ??, how much ??

money, coin, pence, penny, pound, pay, change, buy, sell, price, spend

long, longer, longest, short, shorter, shortest, tall, taller, tallest, light, lighter, lightest, heavy, heavier, heaviest, holds more, holds less, ruler, tape measure, metre stick, balance, scales, measuring jug

time, clock, hands, morning, afternoon, evening, midnight, mid-day, noon, hour, night, day, week, month, year, days of the week, months and seasons of the year

position, direction, grid, outside, inside, beside, next to, front, back, between, centre, underneath, above, on top of, below, halfway, near, far, whole turn, half turn, quarter turn, right, left
Prior Learning
 Use language such as ?more? or ?less? to compare two numbers.
 Relate addition to combining two groups of objects and subtraction to ?taking away?.
 Use some of the vocabulary involved in adding and subtracting.
 Use everyday words to describe position.
 Use language such as ?greater?, ?smaller?, ?heavier? or ?lighter? to compare quantities.
 Use everyday language related to time and sequence familiar events.

Hi Susan, thanks for posting all of these, very useful .
Last term I did a maths course at the dcs school which gave info on how the dcs are taught numeracy & left with a list of sites, so thought I'd share too;

Www.topmarks.co.uk
Www.familylearning.org.uk
Www.crickweb.co.uk
Www.ictgames.com

YEAR 1 BLOCK E UNIT 2 (SPRING) SECURING NUMBER FACTS, CALCULATING, IDENTIFYING RELATIONSHIPS
I Can Statements / End of year Objectives Red is Using and Applying
I can show how I solved a problem using drawings or objects to help me.
(Describe a puzzle or problem using numbers, practical materials and
diagrams; use these to solve the problem and set the solution in the
original context.)
I can count and calculate to solve measurement problems.

 (Solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money, for example to ?pay? and ?give change?.)

1 I can record an addition or subtraction number sentence and tell you
what it means.
(Use the vocabulary related to addition and subtraction and symbols to
describe and record addition and subtraction number sentences.)
2 I can record repeated hops of 2, 3 or 5 on a number track to at least 20.
I can identify missing numbers in a sequence and identify number
sequence patterns on a number line or hundred square.
I am beginning to understand the idea of odd and even numbers.
(*Describe and extend number sequences by counting on or back in steps
of constant size.)
3 I can count on and back in ones, fives and tens
*I can count repeated groups of objects.
(Count on or back in ones, twos, fives and tens and use this knowledge to
derive the multiples of 2, 5 and 10 to the tenth multiple.)
4 I can recall or work out doubles of numbers to 10.
(Recall the doubles of all numbers to at least 10.)
5 I can share objects into equal groups and work out how many in one
group.
(Solve practical problems that involve combining groups of 2, 5 or 10, or
sharing into equal groups.)
6 I can make whole, half and quarter turns on the spot.
I can fold a piece of paper into halves and quarters.
I can find half of a number of objects by sharing them into two equal
groups.
(Use the vocabulary of halves and quarters in context.)

Vocabulary
problem, solution, calculate, calculation, number sentence, answer, method, explain, pattern, order

count, count up to, count on from, count on to, count in ones, twos, fives, tens, odd, even

compare, more, less, how many more/less?

add, subtract, double, group, groups of, share, sum, total, altogether, difference, plus (+), minus (?), equals (=)

fraction, half, halfway between, halve, quarter, whole
Prior Learning
Use developing mathematical ideas and methods to solve practical problems involving counting, measuring, comparing, ordering, adding, subtracting or partitioning objects.
Describe solutions to practical problems, talking about their own ideas, methods and choices.
Talk about, recognise and recreate simple patterns.
Count aloud in ones, twos, fives or tens.
Select two groups of objects to make a given total of objects.
Relate addition to combining two groups of objects and subtraction to ?taking away?, and use the related vocabulary.
Count repeated groups of the same size.
Share objects into equal groups and count how many in each group.

useful school website meadow vale

blackeyedsusan, do you have the same info for Year 2 please? Or can you tell me where I can find it.

not sure. I will have to see where I got it from in the first place. goverrnment websites have been going pfft and disappearing into the archives which seem to be a mass of the it equivalent of dark dingy twisting corridors guarded by stict librarians.

crickweb science pages

everryschool science pages plants

plant reproduction cymru

seed dispersal