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This page has been archived. The content was correct at the time of original publication, but is no longer updated.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

As a mathematics department we are very good at capturing the achievement of our pupils by regular assessment. I know the scores for all our pupil tests because they are on a department spreadsheet – the spreadsheet converts the scores to levels for us. I was quite upset last term when I found out that not all the pupils knew the level they were working at and certainly didn’t understand what that meant. I had a couple of ideas but in the end I sat down with the person in my department who organises Key Stage 3 and one of our NQTs to try and work out what to do. We decided we would print out some slips for pupils to stick inside the cover of their exercise books so they can record their latest levels and update them when they make progress. We talked a lot about what happens when a pupil changes their book – they will need a new slip or try to transfer the old one? We decided that we would give this a try and then review it later in the term.

We were trying to find a way for these levels to mean something to the pupils so we have put up some posters in the classrooms explaining each level but it was our NQT who gave us a good idea he had seen in one of his teaching placement schools; pupils now have a levelled list of statements for each of the topics they are studying, stuck in their books. Our pupils use these lists to self assess their progress as a regular part of their normal lessons – the pupils in my classes said they like doing this. 
 

      
 
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