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How do I monitor for progression, provision and attainment?

Created on 20 May 2010 by ncetm_administrator
Updated on 08 April 2013 by ncetm_administrator


How do I get a picture of the curriculum in action?

Planning scrutiny

ACME is an independent body which speaks for and reports on behalf of the mathematics and mathematics education community. In 2006 ACME published a position paper, Key issues for the future of primary mathematics teaching and learning.

They made some recommendations that are pertinent to a review of planning.
They are:

1.1 Headteachers need to encourage and support teachers in actively identifying appropriate curriculum planning for their pupils.
1.2 Teachers need to be given the opportunity to plan sequences of lessons where pupils experience a carefully developed progression of mathematical concepts and ideas, so that they develop as mathematical thinkers.
2.2 Mathematics lessons need to encourage good quality mathematical discussion through increased group and pair work and mathematically rich tasks.
2.3 An agreed understanding of the term ‘modelling’ needs to be developed amongst teachers so that they can use this as a tool for developing mathematical thinkers in their classrooms.

Reviewing plans for mathematics regularly can give you an insight into a range of aspects of the mathematics learning in your school. It is easier to do this if you identify two or three aspects of the learning, usually linked to aspects of your improvement plan for mathematics, but not always.

Which aspects of mathematics learning would be appropriate for you to review in your school?
Use this list to help you decide.

Who would be good to discuss your ideas with?
Find another subject leader or member of the SLT.
Discuss your thoughts on the implications of these recommendations for planning.
How does this influence what you might look for in your colleagues planning, and what you might expect to see in their plans?

Record your thoughts in your Personal Learning Space.

Section 1 of Assessment for Learning in Mathematics reflects on aspects of Assessment for Learning that relate planning, namely:

  • learning objectives
  • questions
  • feedback
  • pupil involvement.

Refer back to the aspects of mathematics learning that you would like to focus on in your own school.
Change your list if you wist, in the light of things you have read.
Monitoring for progression

Monitoring for progression will involve a regular cycle of assess – plan – teach – practise – apply – review. The National Strategy materials Day-to-Day assessment in mathematics provide a useful overview. Although based on the blocks and units of the renewed primary framework, the materials focus on the importance of assessment for planning and monitoring progress. Section 7: Next Steps offers some helpful self assessment questions that can structure the way your school is supporting children’s progress.

Make a note of your responses to these questions, and discuss them with members of your Leadership team.
Are there implications for your Development Plan?

See Module 3: Leading personalised learning for more information.

Record your thoughts in your Personal Learning Space.





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