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Stories of change: moving from '3' to '2'

This page has been archived. The content was correct at the time of original publication, but is no longer updated.
Created on 23 November 2009 by ncetm_administrator
Updated on 07 April 2010 by ncetm_administrator

We have pretty good systems for collection of assessment data and all staff are made aware of this and have a good knowledge of what their pupils find easy and what they find difficult. What we needed to do next was to be more pro-active with this information and to build in features of our teaching which addressed these areas of mathematics.
We started by clearly documenting our policy on target setting to include both numerical and curricular targets. We worked as a whole staff to create a very thorough policy for target setting.  The numerical targets came from the understanding of progress in terms of levels rather than average points scores and the curricular targets were set relating to areas of weakness identified in the initial data evaluation of tests.
We realised that calculation was a weakness and devised a set of curricular targets which were helpful to the teachers in their teaching but also were phrased in such a way that pupils could understand them easily. We developed a system of progression using traffic lights so pupils could see how they were progressing and had displays in every classroom which clearly laid these out. The pupils were also encouraged to make reference to these targets when assessing their work and the fact that these displays were very prominent in each classroom meant that it was easy for us as teachers to regularly refer to them and keep their profile high. This whole focus on target setting and target getting helped both teachers and pupils to be very aware of the issue and how progress was going to be made.

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