1. Mathematics: Shape, space and measures Author details and credentials EYFS Bite-size Training DEVELOPING EXCELLENCE TOGETHER 1

2. 2 Aims and outcomes Participants to:  know the early learning goal in relation to shape, space and measures  understand how to interact with children to aid their understanding of shape, space and measure  know what resources will support children in their mathematical understanding  gain confidence in planning for this area of learning and development for children of different ages and stages

3. DEVELOPING EXCELLENCE TOGETHER 3 In advance  Before the training session you will have read Handout 1: What quality looks like in practice: Mathematics: Shape, space and measure  If you have not read the handout please inform the trainer.

4. DEVELOPING EXCELLENCE TOGETHER 4 Step 1 (5 -10 mins)  Read the early learning goal relating to shape, space and measures: ‘Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.’  Think about what the early learning goal means for you in practice.  With a partner, choose three things which you do in practice to feed back to the whole group.

5. DEVELOPING EXCELLENCE TOGETHER 5 Shape, space and measures in practice

6. DEVELOPING EXCELLENCE TOGETHER 6 Step 2 (10 mins) In groups of three or four –(groups for the under threes and three-fives) discuss the following questions: Under 3s  Do all practitioners recognise the mathematical learning which is taking place in everyday situations?  How well do we use the wealth of opportunities which children’s play offers to use appropriate language to describe shape, space and measure? 3-5s  Do all practitioners create an enabling environment which supports children’s learning and development in shape, space and measures?  How well do we use role play, construction, small world play and physical play out of doors as contexts for learning about shape, space and measure?

7. DEVELOPING EXCELLENCE TOGETHER 7 Feed back your ideas to your trainer

8. DEVELOPING EXCELLENCE TOGETHER 8 Step 3 (5-10 mins)  Thinking about what you read in Handout 1 and what you have learned today, work on your own to plan an activity which focuses on children’s development in this area of learning.  Share your ideas with a colleague.

9. DEVELOPING EXCELLENCE TOGETHER 9 After the training: Part 1  After the training use Handout 3: Individual Action Plan to plan three or four things you will do in the next two weeks to improve your provision for Mathematics: Shape, space and measure.  Give your action plan to your trainer within the next seven days.

10. DEVELOPING EXCELLENCE TOGETHER 10 After the training: Part 2  Use Handout 2: Environment Audit to check you have the right resources in your room base to enhance children’s understanding of space, shape and measure.  Make a note of any resources which need to be replaced.  Hand in the completed audits to your trainer.