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This page has been archived. The content was correct at the time of original publication, but is no longer updated.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

      
 
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