Layered targets: Steps to success
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Authors
Hawes, Andy
Issue Date
2009
Educational Level
ISCED Level 1 Primary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Background: The purpose of the study was to identify why children were not achieving their targets in English and mathematics, and to develop CPD approaches to help teachers create success steps for targets and increase the number of pupils achieving them.
Aims: The main aim was to increase the number of pupils achieving their targets, especially age-related ones, by helping teachers identify pupils' prior learning and create appropriate 'learning journeys' towards the target.
Methods: Participants included head of school improvement, headteacher, middle leader, national strategies consultant, SIP, subject leader, and teacher. They were supported by local authority staff and primary strategy consultants. Methods used included consultants working with teachers to identify pupils' starting points and 'next steps', modelling the process so teachers can implement it, and learning conversations with pupils to ensure they understand how they are working towards their targets.
Findings: The main findings are that teachers have a better understanding of how to plan teaching towards targets, pupils can talk about their learning journey and there is a slight increase in the number of pupils achieving their targets.
Implications: The findings suggest that teachers need to identify pupils' prior learning and create a 'learning journey' towards the target. This will help pupils understand their targets and increase the number of pupils achieving them, especially age-related ones.
Aims: The main aim was to increase the number of pupils achieving their targets, especially age-related ones, by helping teachers identify pupils' prior learning and create appropriate 'learning journeys' towards the target.
Methods: Participants included head of school improvement, headteacher, middle leader, national strategies consultant, SIP, subject leader, and teacher. They were supported by local authority staff and primary strategy consultants. Methods used included consultants working with teachers to identify pupils' starting points and 'next steps', modelling the process so teachers can implement it, and learning conversations with pupils to ensure they understand how they are working towards their targets.
Findings: The main findings are that teachers have a better understanding of how to plan teaching towards targets, pupils can talk about their learning journey and there is a slight increase in the number of pupils achieving their targets.
Implications: The findings suggest that teachers need to identify pupils' prior learning and create a 'learning journey' towards the target. This will help pupils understand their targets and increase the number of pupils achieving them, especially age-related ones.
Description
Keywords (free text)
Primary education , English - writing , Mathematics