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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This page has been archived. The content was correct at the time of original publication, but is no longer updated.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 26 November 2009 by ncetm_administrator
Updated on 07 April 2010 by ncetm_administrator

We have a fairly consistent approach to planning; everyone follows the same structure and planning pro-forma. I felt comfortable as a subject leader that we were satisfying our statutory obligations to the National Curriculum and felt that the time was right to start working on the quality of our provision and use our common planning documentation as a way of getting some discussions amongst staff about the how.
I spent time with individual teachers looking at planning both across a topic and planning for variety within a lesson. This linked in closely to the work we were undertaking on teaching and learning as a whole school. Because we had clearly documented learning objectives in our planning, I felt free to explore with staff exactly how we could use the learning objective to help us plan richer activities and to help pupils really understand the mathematical ideas.
Quite often these discussions with staff enable to address some subject knowledge issues in a non-threatening and supportive way.
As a senior management team we took in planning and set about a series of lesson observations in pairs. The most effective thing at this stage was that the feedback I gave to staff was not done on a one to one level. It was held as part of a whole staff meeting. This sharing of good practice has been something which has helped us make great strides in the subject. We held staff meetings on the importance of problem solving and questioning which would help stimulate learning in the lesson. 
 

      
 
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