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Stories of change - moving beyond '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This page has been archived. The content was correct at the time of original publication, but is no longer updated.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

We feel that we have good curriculum documentation which supports us all in planning good well-structured lessons which help pupils learn.
However, we are very aware that documentation needs to be kept fresh and we wanted a mechanism for continual review and reflection and, crucially, an opportunity for us to discuss our actual practice, our pedagogy.
We took two steps to bring this about:

1. Every year we undertake pupil-voice conversations to listen to what our pupils are telling us about what their are learning and how they are learning. Analysis of this across the schools invariably gives us an area of the mathematics curriculum that might need further work. We then take this as a focus for “interrogating” our curriculum plans and we use a couple of staff meetings (sometimes 3) for colleagues from early years, KS1, Y3/4 and Y5/6 to outline the approach to teaching this topic from their curriculum plans and we debate what works, what doesn’t and make amendments accordingly. In this way we keep our plans constantly reviewed and have a regular slot for debate about mathematics teaching and learning.

2. We have always planned in teams but this has often meant that we discuss what we are going to plan and teach together but do not really do these activities together. We have recently got very interested in “Lesson Study”  as a way of collaboratively planning, teaching and observing our lessons together. This has provided us with a way of sharing practice, discussing pedagogy and supporting us in our subject knowledge in a very democratic way and has resulted in real distributed leadership of mathematics across the school. So although I am still used as the “expert” (in fact, it happens more now that colleagues are coming to me to ask things rather than me having to go to them to ask if there is anything they want help with!), colleagues are working together much more and supporting each other.
 

      
 
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