Parents, curricular targets and pupil interviews

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Parents, curricular targets and pupil interviews

• 21st May

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Curricular Targets.
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Using Curricular Targets

• Based on learning objectives
• Part of day to day assessment
• Informed by analysis of work, teachers
  assessment,
• gaps analysis of test results
• Identify whole school priorities and areas for
  improvement
• Priorities in the school improvement plan and
  linked to
• performance management
• May be translated into year group targets based
  on age-related
• expectations
• Used to steer improvement

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Whole School Layering Curricular Targets

• Review progress against targets

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• Whole School Issue with Division
• Agreed whole school progression
• Overlap between year groups
• Must, Should, Could
• Displays show examples of what it looks like
• Needs to be planned for e.g. 5 minutes daily, a
  mental/oral twice a week
• Use SMART Targets on a daily/weekly basis

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Whole School Skills Based Targets

• Skills for problem solving

Need to use SMART TARGETS I can.. These must
be differentiated..
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Mels Ladder
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Linking Skills to SMART Targets!

• Today we are learning to solving word problems
  using addition bonds.
• By the end of the lesson I can.
• I can solve one step word problems using my
  addition bonds to 10
• I can solve one step word problems using my
  addition bonds to 20
• I can solve two step word problems using my
  addition bonds to 20

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SMART Targets

• These needed to be displayed for the children to
  see.
• Not fixed on a display..written up daily or as
  appropriate and referred to throughout your
  lesson
• Changed regularly in line with plans and
  assessments.

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Monitoring Targets

• Mental MathsChecklistPlanning
• Mental Maths targets are written on short term
  plans to focus teachers planning
• NNS Unit Plans are adapted to the needs of all
  pupils (including the reflection of the mental
  maths targets)
• NNS Intervention material (Springboard) is
  planned to support the Target Group where
  appropriate
• Key Objectives (especially those related to the
  mental maths targets) are taught, revised and
  developed throughout any relevant units of work
• Key Question(s) are planned to support the
  teaching and assessment of the mental maths
  targets
• Possible assessment opportunities are identified
  in planning

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Pupil Voice

• Interviewing pupils
• Questionnaires
• Conferencing

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Pupil interviews mathematics It is a good idea
if pupils are asked to bring a piece of maths
work they are proud of. This can be used to open
the discussion. Possible questions Tell me about
the piece of work you have chosen to bring. Why
did you choose it? What is special about it? Can
you tell me about something new that you've
learnt this term in mathematics that really made
you think? Tell me about a typical maths
lesson. How do you know what you're going to
learn in a lesson? How do you know if you've
been successful? How often do you get the
opportunity for discussion in lessons? How often
do you have he chance to work with others when
you are tackling maths problems? What kind of
resources do you use in maths? Does the maths
homework help you with your learning? Do you get
the right amount? How would you change it if you
were the teacher?
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PUPIL INTERVIEW QUESTIONS NUMERACY ACROSS
THE CURRICULUM a) Explain to me what you
understand by the term Numeracy. b) Can you tell
me what kind of maths you have used in (and how
often) N.B. prompts may be needed- Science,
Technology, Humanities (Geography, History etc),
English Graphstypes of graph, scales, story of
a graph, seek examples eg of graphs used and of
graphs pupils have drawn Measuresunits, use of
equipment, imperial or metric units, conversions
etc Handling data gathering data,surveys,
questionnaires, hypothesis testing, presenting
results, analysing results Calculationsfour
operations-methods used in different areas,
mental methods, jottings, use of a calculator
Other e.g. symmetry, shapes, fractions,
percentages etc. c) Have you been taught how to
(in other subject areas)- Draw a bar chart,
pie chart, pictogram, histogram, scattergram
etc Calculate involving the 4 operations
written methods, mental methods,
jottings, approximate the size of an answer
before calculating Use a calculator, the
memory/constant keys, check the reasonableness of
a calculator answer Measure e.g. use a
protractor and/or 360 degree angle measurer,
ruler, estimate the size and weight of an
object d) Discussion of examples of- Graphs
from different subject areas Calculations
(methods used in different areas)