Wellies

Content Name

Wellies

Content Type

Partner Content

Description

This is an adaptation of the 'Ibiza' dance track 'Dancing in the Sun'. In this video we are counting wellington boots in twos!

Curricula

• Country

  England

  Key Stage:

  EYFS, Key Stage 1

  Years:

  Age 3-4, Reception, Year 1

  Subjects:

  • Mathematics

  Topics:

  • ELG: Number
  • Number - number and place value

  Programmes of Study:

  • Have a deep understanding of number to 10, including the composition of each number
  • identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least
  • count, read and write numbers to 100 in numerals; count in multiples of 2s, 5s and 10s

• Country

  Northern Ireland

  Key Stage:

  Foundation Stage

  Years:

  P2

  Subjects:

  • Mathematics and Numeracy

  Topics:

  • Counting and Number Recognition
  • Understanding Number

  Programmes of Study:

  • Count a range of objects.
  • Count in the form and context of number rhymes, jingles and stories.
  • Extend activities to include counting in 2s, 5s and 10s.

• Country

  Scotland

  Level:

  Early

  Years:

  Age 3-4

  Subjects:

  • Numeracy and Maths

  Topics:

  • Number, Money and Measure

  Programmes of Study:

  • I have explored numbers, understanding that they represent quantities and I can use them to count, create sequences and describe order.

• Country

  Wales

  Step:

  PS 1

  Years:

  Reception

  Subjects:

  • Mathematics and Numeracy

  Topics:

  • The number system is used to represent and compare relationships between numbers and quantities.

  Programmes of Study:

  • I can use my experience of the counting sequence of numbers and of one-to-one correspondence to count sets reliably. I can count objects that I can touch, and ones that I cannot.
  • I have experienced the counting sequence of numbers in different ways, reciting forwards and backwards, and starting at different points.

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