Distinguishing–eliciting–connecting. How to:

Teaching Guidance 11-14

This kind of statement is very common and reflects what we see around us. Speed limit signs are 30 or 50 with no attention...

Teaching Guidance 5-11 11-14

Here are some careful thoughts on choosing particular ways of writing the units for speed.

Teaching Guidance 5-11 11-14

The child's point of view sounds very sensible. However on a journey of 40 miles it is unlikely that Bill would be moving at...

Teaching Guidance 5-11 11-14

Expressing a relationship in a form such as:

Teaching Guidance 11-14

Most pupils are comfortable with the concept of speed, though they may not have a neat definition for it. However, comparisons...

Teaching Guidance 5-11 11-14

Repeat these questions after a journey and you'll get another position and a different time.

Teaching Guidance 11-14

By providing the speeds in the format of, for example, 10 metre in one second, you are laying the foundation for ideas about...

Teaching Guidance 11-14

There's a good chance you could improve your teaching if you were to try these strategies.

Teaching Guidance 11-14