Approach 2 – Connections within and across strands
- stage of learning
- half-term (duration)
- syllabus outcomes
- possible connections within strands
- possible connections across strands
- links to some learning experiences which illustrate what connections within and across strands can look like
- Approach 2 Early Stage 1 Sample scope and sequence (docx 78.76 KB)
- Approach 2 Early Stage 1 Example connections (docx 71.49 KB)
- Approach 2 Stage 1 Sample scope and sequence (docx 78.83 KB)
- Approach 2 Stage 1 Example connections (docx 66.4 KB)
- Approach 2 Stage 2 Sample scope and sequence (docx 81.11 KB)
- Approach 2 Stage 2 Example connections (docx 70.85 KB)
- Approach 2 Stage 3 Sample scope and sequence (docx 88.94 KB)
- Approach 2 Stage 3 Example connections (docx 66.38 KB)
Most suitable for:
- teachers who are seeking examples and support to develop a connectionist orientation to their teaching of mathematics in order to support the development of deep knowledge and a conceptual understanding for students
- stage-based or year-based classes.
The importance of making, and teaching through, connections
Askew et al. (1997) identified that highly effective teaching of mathematics and numeracy emphasises connections across mathematics whilst also building on students’ understandings and reasoning. This is characterised as a connectionist orientation.
In order to support teachers to develop and use their knowledge and awareness of conceptual connections within and across aspects of the primary mathematics syllabus, these scope and sequences detail some of the connections that can be found. Critically, these connections are not exhaustive. They are merely sparks for collaborative conversations, planning and teaching that will be most effective when they are contextualised, debated, refined and enhanced by teachers with their students.