Shape, Space and Measure

What is Shape, space and measure?

The National Curriculum Framework states that pupils who are working competently at a subject specific level in shape, space and measure by the end of the Early Years Foundation Stage should be able to;

  • use everyday language to talk about size (e.g. big, bigger, small, smaller, long, short) and weight (e.g. heavy, heavier, light, lighter)
  • use everyday language to talk about capacity (e.g. full, empty, half full)
  • use everyday language to talk about position (e.g. inside, outside, in, on, under, behind, next to, up, down) and distance (e.g. near, far)
  • use everyday language to talk about time (e.g. today, yesterday, tomorrow, now, later, morning, afternoon, evening/night time)
  • use everyday language to talk about money
  • compare quantities (e.g. more, less, few, many, none)
  • recognise, create and describe patterns
  • explore characteristics of everyday objects and shapes and use mathematical language to describe them

Planned learning activities in shape, space and measure are undertaken using relevant real-life situations that require mathematical thinking; for example giving simple directions to find a nearby piece of equipment (e.g. under the table), pupils making choices about whether they want big or small equipment, key events of the day being displayed on a class timetable, using ‘more’ and ‘finished’ as part of our Core Vocabulary to make choices about activities and resources within activities, adults use mathematical language to describe pupils actions in play based activities.

For our pupils working at a Developmental Curriculum level between P1-P4 (pre-subject specific level), learning is planned in line with the Early Learning Goals and the P Level Assessment Documents.

Learning is experiential through age appropriate practical activities that are rooted in functional real life, transferable skills. Pupils have consistent, repeated opportunities to practice skills.

For our pupils working consistently at P5 and above (subject specific level) learning objectives are planned with reference to the EQUALS Scheme of Work (Key Stage 1-4). This provides flexibility to meet the specific needs of pupils spikes in learning. The Equals Scheme of Work provides suggested experiences, learning activities and assessment outcomes

Pupils’ access content from the appropriate Key Stage, according to their chronological age, although knowledge and skills may be selected from the earlier Key Stages to meet their individual needs. At this level pupils are developing an understanding of what they have learnt and are able to generalise learning to other contexts.

Some pupils are working within the Pre-Key Stage Standards for Mathematics. These ‘More Able’ pupils are supported by the Curriculum Leader for Maths, who is our teacher responsible for ‘More Able’ learners. Lesson planning is taken from appropriate  mainstream Schemes of Work that are adapted to meet individual pupil needs.

Pupils working consistently abouve P5 in Shape, space and measure access our  Formal Curriculum which requires pupils to demonstrate self-motivation for adult directed tasks. These pupils will show some organisational skills related to their own learning resources.