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Remove non-statutory objectives - some don't work as a whole lesson (can be fed through knowledge in other lessons) or not relevant to y4 - perimeter and algebra (spring 2 week 3), using a protractor (spring 2 week 4), using associative law (summer 1 week 4)

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Inverse - break down the objective into 2 sections - check calculations and then missing number.

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Time - massive gaps every year. Children don't know how to tell the time on an analogue clock. Also, reading digital times.

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Money - we do a lot of calculation linked to money but some children don't understand the value of coins and in particular equivalent combinations.

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Fractions 'To solve problems increasingly harder fractions to calculate quantities and fractions to divide quantities - break it down into 2 objectives

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Statistics - break down comparison, sum and difference - too big of an objective

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Move 'To write statements about the quality of expressions (eg 39x7=30x7 and 9x7) ' from Summer 1 Wk3 to Autumn 1. We've done this recently and children struggled to take the step back from column methods. This would benefit before looking at column methods and it's a good foundation for timestables linked to place value.

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New calculation policy / updated videos for children to access

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Could commutativity and associativity be in retrieval, seems a waste of a lesson that we could use to master formal methods

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More challenge in fractions for HA / GDS children - same denominator makes it very easy for GDS children to complete

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Autumn 2 - teach FDP before measure

LO around decimal multiplication

Flexibility - Y6 have assessment weeks which are not on YOP - and had to do an additional assessment due to data being low

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Week 4 & 6 spring 2, possibly more objectives or ideas of how to stretch out the objectives. How should this look over 5 days?

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Each assessment week on the YOAP. Baseline, spring and mock aren’t on so we fall behind.

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perimeter needs to come earlier as it’s on the spring assessment and haven’t taught it yet

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Rounding to link to estimating

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Multiply/divide involving decimals prior to converting metric-imperial

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Multiplying and dividing by 10, 100, 1000 to link to converting measures

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More fraction units to develop fluency.