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To
develop a meaningful marking and feedback
system for maths, parallel to the
systems available for literacy |
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School: St Edmund's Catholic
Primary School |
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Fellow: Joanne Lundy |
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Email: ht.stedmunds.p@talk21.com |
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As a Numeracy co-ordinator
in a first school, I am required to carry
out ‘book-looks’ and pupil interviews
as part of my on-going monitoring and evaluation
of standards. I have become increasingly aware
that the feedback provided in pupils’
books is often not as effective as it could
be; and when held up against models for feedback
in literacy, such as those demonstrated by
Shirley Clarke does not really serve to move
the children on. As a consequence those that
can – do, and those that can’t
often don’t understand why they can’t. |
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My Gatsby project is to develop
a meaningful marking and feedback strategy
within maths teaching, to provide the teacher
with a mechanism for moving the children on,
rather than merely crossing and ticking. I
will begin with pupil and staff interviews
to discover peoples’ perceptions of
why we mark and understand more about how
we mark. This will be followed by a pilot
feedback strategy, initially used in just
my class before extending it to one class
in each year group; I am lucky enough to teach
in a school with two-form entry. The use of
effective questioning as a method of feedback
and extension of thinking skills will also
be developed; support staff will have a key
role in adopting this method of continual
feedback within the Numeracy hour. |
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As pupils become more aware
of their next step, and teaching and support
staff become more confident in setting the
next step as a short-term target, standards
in the control group will improve above those
of the other class. This rise in standards
will be measured objectively through a standardised
test prior to and upon conclusion of my year
as a Gatsby Fellow. |
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