SSM1 MENSURATION 4h Autumn Term
KEY OBJECTIVES: Word problems / investigations - L / P / A
Objectives And see...
1. Use 2d representations to visualise 3-d shapes SSM3
2. Know names / abbreviation of units to measure / estimate / calculate / solve problems in length & area SSM2, N&M3
3. Area & perimeter of rectangles & compound shapes  
4. Surface area of cubes & cuboids  
5. Word problems / investigations - Length / Perimeter / Area  
 
 
 
 
SSM3 GEOMETRIC REASONING / CONSTRUCTION 5h Spring Term
KEY OBJECTIVES: none
Objectives   And see...
1. Identify & use angle / side / symmetry properties of triangles & quadrilaterals SSM5
2. Solve geometric problems involving these (using stepwise deduction & inference, explaining reasoning with text / diagrams) SSM5
3. Use 2d representations to visualise 3-d shapes SSM1
4. Constructions: measure / draw lines +/- 1mm  
5. Constructions: measure / draw angles +/- 1°  
6. Constructions: measure / draw triangles using SAS & ASA SSM5
7. Constructions: explore using ICT SSM5
 
 
 
 
SSM5 (GEOMETRIC REASONING / CONSTRUCTION part) 4h of 5h total Summer Term
KEY OBJECTIVES: none
Objectives   And see...
1. Identify & use angle / side / symmetry properties of triangles & quadrilaterals SSM3
2. Solve geometric problems involving these (using stepwise deduction & inference, explaining reasoning with text / diagrams) SSM3
3. Constructions: measure / draw triangles using SAS & ASA SSM3
4. Constructions: explore using ICT SSM3
5. Constructions: simple nets - cubes / cuboids / regular tetrahedron / square-based pyramid / triangular prism  
 
 
 
 
Note on Strand SSM1 > SSM3 > SSM5
  • Measurement (length and area) is linked strongly to Shape & Space in SSM1, but is taught more independently in the Spring Term unit as part of Number (unit N&M3). Therefore, the Spring Term unit, SSM3, shows a clear emphasis on the visualisation of shapes and of their transformations.
  • The focus in the Spring Term unit, SSM3, is on spatial awareness, postponing a more quantitative approach to the Summer Term unit, SSM5. The learning objectives for Measurement & Shape & Space are presented more coherently again in the Summer Term, (SSM5). Here, an approach, based upon a well-developed awareness of both, can then be adopted to nets of 3-d shapes.
  • Visualisation of shapes is listed as a significant mental / oral starter type activity in the Medium Term Plans for all three terms. Suggestions have been included to reflect this, especially in the Spring Term. Of particular value will be those sessions where the teacher and pupils share specific ideas & approaches aiding visualisation.
  • There is a significant overlap of learning objectives between the Spring and Summer Terms (see above list). This allows considerable flexibility in planning by individual teachers. For example, learning activities can focus on a more generalised & broad range of spatial learning in Spring Term, followed by an in-depth, more rigorous approach in Summer Term; or a hands-on approach in one term & an ICT-focused approach in the second, etc ...
The basic pattern for each unit is as follows:
 

SSM1 Autumn Term: 4h Key L.O's: Word problems / investigations with L, P and A

Recognising, drawing, naming, estimating, measuring 2-d shapes: length (inc. perimeter),area (rectangles & compound shapes) and surface area (cubes & cuboids). Overall, a balanced introduction toY7 SSM, where both spatial and quantitative approaches to SSM are used in an integrated way. These focused on separately next term. Further development of metric units occurs in Spring Term's N&M3.
 
SSM3 Spring Term: 5h Key L.O's: none

Further experience of 3-d shapes representations in 2-d; angle, side & symmetry properties of triangles & quadrilaterals, including geometric problems, with reasoning. Constructions of lines & angles, leading to triangle constructions (given either SAS or ASA). Some ICT exploration of constructions. Focus is on Shape and Space, not on Measures.
 
SSM5 Summer Term: 5h Key L.O's: none

Re-integration of spatial & measurement skills &understanding. Further experience of angle, side & symmetry properties of triangles & quadrilaterals, including geometric problems as in SSM3. Transformations (from SSM4) are explored more fully using ICT. Also, construction skills now focus on SAS & ASA triangles and on nets of variety of 3-d shapes, both by hand & using ICT. Therefore, ICT is being proposed as a vehicle for consolidation, modelling & extension of both the dynamic geometry and the practical / static aspects developed in both SSM strand