Course Options: 1 Day, Half Day, Twilight

Recommended Max People:
25

Full day from:
£855.00 + VAT to £1500.00 + VAT

Half day from:
£680.00 + VAT to £1180.00 + VAT

Add additional participant for as little as £33.00 + VAT per person per day

Please Note:
Course costs are based on 15 participants

This course can be tailored to your individual requirements

COVERING ALL ANGLES: Teaching Measurement and Geometry in line with the New National Primary Maths Curriculum

This course explores the statutory and non-statutory requirements of measurement and geometry at KS2. It looks at the knowledge and understanding required in order for measured progress to be made from year 3 to year 6.

Participants will, through task related seminars, consider the mathematical content at this level and how to plan for its delivery.

The course will help participants to:

  • understand and use approximate equivalences between metric units and common imperial units such as inches, pounds and pints
  • measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres
  • calculate and compare the area of rectangles (including squares), and including using standard units, square centimetres (cm2) and square metres (m2) and estimate the area of irregular shapes
  • solve problems involving converting between units of time
  • recognise that shapes with the same areas can have different perimeters and vice versa
  • recognise when it is possible to use formulae for area and volume of shapes
  • calculate the area of parallelograms and triangles
  • calculate, estimate and compare volume of cubes and cuboids using standard units, including cubic centimetres (cm3) and cubic metres (m3), and extending to other units [for example, mm3 and km3].

Using non-statutory guidance to broaden understanding

  • Pupils calculate the perimeter of rectangles and related composite shapes, including using the relations of perimeter or area to find unknown lengths. Missing measures questions such as these can be expressed algebraically,
  • for example 4 + 2b = 20 for a rectangle of sides 2 cm and b cm and perimeter of 20cm.
  • Pupils connect conversion (for example, from kilometres to miles) to a graphical representation as preparation for understanding linear/proportional graphs.

Course Overview

This course explores the statutory and non-statutory requirements of measurement and geometry at KS2. It looks at the knowledge and understanding required in order for measured progress to be made from year 3 to year 6. By the end of the course, participants will be aware of the requirements in measurement and geometry that are expectations of attainment in Key Stage 2. They will see in context of the statutory and non-statutory requirement in the latest national curriculum for mathematics and they will enhance and enrich their own understanding of the measurement and geometry elements of mathematics in Key Stage 2 mathematics.

Course Objectives

By the end of the course participants will:

  • Be aware of the requirements in measurement and geometry that are expectations of attainment in Key Stage 2
  • See in context of the statutory and non-statutory requirement in the latest national curriculum  for mathematics
  • Enhance and enrich their own understanding of the measurement and geometry elements of mathematics in Key Stage 2 mathematics.

Detailed course outline and session time table

Session 1

Equivalence between units of measure Approximating equivalences between metric units and common imperial units Task 1 Solving problems involving converting between units of time Task 2

Session 2

Linear measurements What is a rectilinear shape and how do we measure its perimeter? Task 3 Can two different rectilinear shapes share the same perimeter? Task 4

Session 3

Areas and volumes Some useful formulae to calculate areas and why they work including triangles and parallelograms. Task 5 Calculating and comparing the area of rectangles (including squares), including using standard units, square centimetres (cm2) and square metres (m2) and estimating the area of irregular shapes Task 6 Calculating, estimating and comparing volumes of cubes and cuboids using standard units, including cubic centimetres (cm3) and cubic metres (m3), and extending to other units [for example, mm3 and km3]. Task 7  

Session 4

Non statutory ideas and effective use of algebra Using non-statutory guidance to broaden understanding Task 8 Calculating the perimeter of rectangles and related composite shapes, including using the relations of perimeter or area to find unknown lengths. Using, for example 4 + 2b = 20 for a rectangle of sides 2 cm and b cm and perimeter of 20cm. Task 9 How do pupils connect conversion (for example, from kilometres to miles) to a graphical representation as preparation for understanding linear/proportional graphs? Beginning to make sense of algebra with two variables. Task 10 As part of our quality assurance policy, and to ensure courses are always up to date we reserve the right to update alter and improve courses without prior notice in order to encompass any emerging changes in legislation, framework, or government guidance.

Tutor information and feedback

Russell is an experienced, energetic, successful trainer, Maths adviser, teacher and manager at department level. His degree is in mathematics and education and as a keen maths teacher he is always looking for ways to develop his own knowledge and practice. He is a National Centre for the Excellence in the Teaching of Mathematics Accredited Professional Development Lead Practitioner. With experience in developing and implementing assessment, curriculums and schemes of learning, optimising the learning atmosphere, developing staff potential and managing resources Russell has a proven track record of raising the standard and progress of teachers and students. With excellent subject knowledge Russell’s courses are stimulating and practical, with plenty of opportunity for discussion. Russell believes everyone has the ability to achieve in maths and has the right to fulfil their potential. It is his wish to encourage and enable practitioners to build their pupils confidence, understanding and ability to achieve their full potential in a positive learning environment.

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