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Stories of change - moving from '2' to '1'

This page has been archived. The content was correct at the time of original publication, but is no longer updated.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

A student voice exercise revealed that, although students feel that they do fairly well at mathematics, they don’t really enjoy the lessons because they perceive that they’re all pretty much the same format.

I decided that my focus for this year was for us as a department to share lessons and strategies more formally, to really discuss what made a lesson good, rather than just lunchtime chat (the one member of the department I really want to hear and develop in these discussions is never around during lunch anyway – he prefers to be in his chair in the staffroom as he has for the last 30 years!)

As soon as the school calendar came out and I had the dates for the department meetings I fixed mathematical topic that we’d talk about for the first half of each meeting (and, come hell or high water or even Ofsted I’m going to stick to it!). What I did was look at the Resultsplus analysis and find areas that our students differed most from the national figure then, in the meetings that are closest to when we’ll be teaching these, we’ll talk as a team about strategies, lessons and what the big idea is in each of these topics. I’m going to try to pair up people (carefully thinking about who’s with who? I don’t, for example, want to put my two NQTs together) so that, for some of the lessons that we talk about, they observe an episode of a lesson – SLT are keen that this happens too which always helps! 

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