 Research project of ZRSŠ (NEI) – Formative assessment (20182020)
The aim of this model is to show how pupils can be actively engaged in the interdisciplinary teaching and learning process according to the student voice principles.
The Unit Plan illustrates an example of teaching and learning Mathematics (Arithmetic and algebra set) through interdisciplinary approach, in the 1st grade of primary school (pupils aged 67), covering 3 lessons of 45 minutes within 2 school days.
Pupils are actively involved in the learning process, participate in creating learning intentions and success criteria, evaluate their achievements according to the agreed criteria and give feedback, using the tool Two stars and a magic stick and a circle (colours of a traffic light). The teacher considers their suggestions and individual levels of prior knowledge when planning and through meaningful, playful activities creates a safe and pleasant learning environment.
CURRICULUM 
DESIGNED&PLANNED TOGETHER WITH PUPILS 

Learning Objectives:
A pupil can: count, write, and read numbers from 1 to 10.

Learning Intentions:
I learn:  to observe accurately and record numbers from 1 to 10 according to the agreed criteria
 I recognize the amount of towels and cubes and show them by number
Success criteria:
 I name numbers correctly  I write down the numbers in the agreed direction and form  I follow the lines  I hold the pencil correctly  I know that when numbers are substituted, the result does not change. 
Learning Activities, Methods:
1st DAY Content of the subject Nature and Environment: old objects/ new ones (once/today)
Viewing items brought by pupils – looking for items of today. Group work: sorting the items, counting them and calculating how many are there.
Mathematics: 1. Lesson: ACTIVATING, DETERMINING PRIOR KNOWLEDGE
Pair work: playing cards. There is a pile of cards with mixed numbers 15 on each desk. First, one student turns the card recognizes and tells the number  then places it on the desk. Then the other student turns the card and puts it next to the first one.
Making sense of learning  conversation:
What do I already know about addition conversation Fostering curiosity  asking questions (put them down, so that we can return to questions in the next few days, answer them ... for example, what happens if we change the numbers in the summation, but what if the summands are the same ...)
The 2nd DAY Physical Education Running games are arranged in the gym, pupils divided in two groups – they run from one side and from the opposite side. As many fingers the teacher raises, so many pupils on the left and on the right run. When they reach the line, they say how many pupils ran  they count. MATHS  2nd and 3rd lesson Discussion:
CREATING LEARNING INTENTIONS AND SUCCESS CRITERIA After this task, they talk to each other and tell what they did what they figured out and learned. I will present my knowledge of addition.
Pupils work individually.

Pupil's Work/ Evidence of Learning Derived from Conversations or Observations during the Learning Process:
 exhibition (once/today)

Standards of knowledge / expected learning outcomes:  Pupil adds and subtracts in a set of natural numbers to 10 
Teachers plan their classroom practice according to the student voice principles in partnership with pupils, underpinned by democratic engagement and respect so that pupils can reach their full potential as learners.
Unit Plan provides some ideas for pedagogical practices that support the active role of all pupils. It can be helpful to general education teachers when planning a certain mathematical topic and desired outcomes interdisciplinary, wanting to create learning opportunities for the pupils to be engaged, motivated and actively participating in the learning process, ensuring a safe learning environment where each of them is heard.