About cookies

The NCETM site uses cookies. Read more about our privacy policy

Please agree to accept our cookies. If you continue to use the site, we'll assume you're happy to accept them.


Personal Learning Login

Sign Up | Forgotten password?
Register with the NCETM

Stories of change - moving from '4' to '3'

This page has been archived. The content was correct at the time of original publication, but is no longer updated.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

In order to find out what was working well within mathematics teaching, I planned a series of lesson observations and a work scrutiny. The information gathered was then used to plan the next steps to develop teaching within the school. It was rather tricky feeding back to the staff that the work scrutiny showed little evidence of children using jottings to support thinking. Many lessons, although satisfactory, were focussed on delivery rather than developing children’s understanding and the use of challenging questions was limited.

I decided to focus on the use of models and images and the effective use of questioning as areas for improvement. I fed back these observations to SLT and they were included within the mathematics improvement plan as areas for improvement. However, as specific actions were not timetabled, a year down the line there has been little impact. I now realise how to ensure impact and next year’s Mathematics improvement plan more clearly identifies actions and success criteria. 

 Back to top





Comment on this item  
Add to your NCETM favourites
Remove from your NCETM favourites
Add a note on this item
Recommend to a friend
Comment on this item
Send to printer
Request a reminder of this item
Cancel a reminder of this item



There are no comments for this item yet...
Only registered users may comment. Log in to comment