Tracking for success in mathematics
Curriculum and Standards
Guidance
Mathematics subject leaders and teachers of mathematicsStatus: Recommended
Date of issue: 01-2007
Ref: 00007-2007BKT-EN
Disclaimer
The Department for Education and Skills wishes to make it clear that the Department and its agents accept no responsibility for the actual content of any materials suggested as information sources in this document, whether these are in the form of printed publications or on a website.
In these materials icons, logos, software products and websites are used for contextual and practical reasons. Their use should not be interpreted as an endorsement of particular companies or their products.
The websites referred to in these materials existed at the time of going to print.
Tutors should check all website references carefully to see if they have changed and substitute other references where appropriate.
00007-2007BKT-EN© Crown copyright 2007
Secondary National StrategyTracking for success in mathematics �
Contents
About this guide 2
Introduction 3
Principles for tracking pupils’ progress 3
Tracking pupils’ progress in mathematics 4
Making tracking manageable for mathematics departments 4
Curricular target setting 6
Contributing to a whole-school tracking system 7
Table 1 – Tracking pupils’ progress in mathematics: questions and tasks 8
Table 2 – Mathematics department’s contribution to a whole-school tracking system
11
Long-term tracking: recording and supporting pupils’ progress 14
Medium-term tracking: recording and supporting pupils’ progress 15
Short-term tracking: recording and tracking pupils’ progress 16
Involving pupils in tracking progress 17
Table 3 – Strategies for peer- and self-assessment 18
Secondary National StrategyTracking for success in mathematics
00007-2007BKT-EN© Crown copyright 2007�
About this guide
This booklet is a mathematics subject version of Tracking for success, a guide to help school leaders develop and refine whole-school pupil tracking procedures. Monitoring and tracking pupils’ progress are fundamental to raising standards through school improvement. This booklet supports mathematics subject leaders in strengthening their approach to and use of pupil tracking. The processes described are also likely to be useful in supporting mathematics departments in their self-evaluation.
This guide:
sets out some underlying principles and describes ways of tracking pupils’ progress in mathematics;
sets out the responsibilities of senior leaders, mathematics subject leaders and mathematics teachers in relation to tracking pupils’ progress;
outlines the mathematics department’s contribution to a whole-school tracking system;
provides guidance on curricular target setting.
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00007-2007BKT-EN© Crown copyright 2007
Secondary National StrategyTracking for success in mathematics �
IntroductionSetting appropriately challenging targets through the analysis of pupil performance data and establishing rigorous monitoring and tracking systems are the crucial first steps towards ensuring that the learning needs of all pupils are met.
Mathematics subject leaders can ensure that they set appropriately challenging numerical targets by analysing pupils’ performance against national benchmarks of attainment and progress. These numerical targets then inform planning for teaching, to ensure that pupils have opportunities to make the appropriate progress over time. Pupils’ progress in mathematics can then be tracked towards interim and end of key stage targets.
Monitoring and tracking progress alone will not raise standards in mathematics. Rather, the specific actions made by you as the mathematics subject leader and by your mathematics teachers in response to the outcomes of tracking will make a difference to pupils’ learning and achievement.
Principles for tracking pupils’ progressPupils’ progress is monitored and tracked over time, using a range of performance measures including ongoing teacher assessments and test results.
All staff work collaboratively to gather, share and use information about pupils’ progress. Identification of pupils’ underperformance is early, rapid and accurate.
Data are collected, analysed and shared with the pupils. Pupils’ achievements are benchmarked against local and national data.
Pupils have regular opportunities to discuss progress. Teachers involve pupils in setting their own targets: annual and key stage targets are shared with the pupil, teachers and support staff.
Teaching, intervention and revision programmes are informed by regular monitoring of progress and adjusted in the light of pupils’ needs.
Parents and carers are informed of pupils’ achievements and take part in supporting them.
Performance data are managed through a school-wide system. All mathematics teachers have ready access to data they need, and new data can be entered and processed easily.
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Secondary National StrategyTracking for success in mathematics
00007-2007BKT-EN© Crown copyright 2007�
Tracking pupils’ progress in mathematics
This publication, Tracking for success in mathematics, aims to help mathematics subject leaders devise effective tracking systems and use the outcomes to raise pupils’ standards.
Effective tracking of pupils’ progress is essential in promoting high achievement. It ensures that pupils make good progress throughout their school career and, where progress slows or stalls, ensures that difficulties can be picked up quickly and appropriate action taken.
Making tracking manageable for mathematics departmentsThe following guiding principles are likely to be helpful to mathematics departments that are developing or refining their approaches to tracking pupils’ progress.
The mathematics subject leader has a key strategic role in establishing a manageable yet robust approach to ongoing teacher assessment.
Tracking processes need to be based on ongoing teacher assessment and integrated within everyday mathematics teaching and learning.
It is not possible to assess every mathematics objective that is taught; instead, it is necessary to identify those that are the key indicators1 of pupils’ progress towards specific National Curriculum levels or GCSE grades.
Ongoing assessment of these key indicators forms the basis of tracking, reinforced by specific activities or probing questions to secure and refine judgements.
In lessons, teachers can focus on those pupils about whom they are not sure, using the probing questions to initiate dialogue.
Recording systems need to be simple. Often it is sufficient just to take note of those pupils who have difficulties with a key indicator.
It is vital that the information is used formatively. Where weaknesses are identified, the key indicator can be modified to form a curricular target. Teachers then need to adjust planning, to ensure that curricular targets are met.
Where significant weaknesses for large numbers of pupils are identified, this can indicate shortcomings in planning for teaching and learning. Departments may need to review and develop the relevant units of work.
It is important to involve pupils in the tracking process: this helps motivate and secure the learning and pupils can see for themselves that they are making progress.
Pupils’ progress should be reviewed regularly, particularly to ensure that curricular targets have been achieved.
1 Sets of key indicators to track progress towards National Curriculum levels 4, 5 and 6 are included in the Assessing pupils’ progress in mathematics materials.
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00007-2007BKT-EN© Crown copyright 2007
Secondary National StrategyTracking for success in mathematics �
Tracking pupils’ progress through ongoing teacher assessment can be supplemented by tracking their performance in Year 7 and Year 8 optional tests, progress tests (for targeted pupils) and school-based tests.
A mathematics department has been involved in piloting the Assessing pupils’ progress in mathematics approach and materials.
Initially, the department focused on tracking the progress of Year 7 pupils. It used the sets of key indicators provided in the project materials as the basis for tracking pupils’ progress towards level 4 or level 5. Two teachers analysed the Year 7 scheme of work and identified where each of the key indicators was to be taught. They then decided on the units where each of the key indicators would be a focus for assessment, making sure these were balanced across the whole of Year 7.
When assessing a key indicator, the teachers first reflect on what they already know about the pupils and then identify those about whom they are unsure. They use the probing questions within the main part of the lesson to start a dialogue with the targeted pupils. Teachers use a class record sheet to note and so monitor those pupils who are insecure with the key indicator.
Teachers use the identified areas of weakness to form curricular targets for individual pupils and groups of pupils. They review future planning so they can ensure that the targets are addressed, and use teaching assistants to provide individual or group support.
Each half-term the subject leader collates information on any significant areas of mathematical weakness. The department then reviews the scheme of work to check that progression in teaching is secure and to strengthen teaching approaches.
Key resources
Assessing pupils’ progress in mathematics at Key Stage 3 CD-ROM (DfES 00007-2007CDO-EN)
The CD-ROM includes the handbook and the focused assessment materials, based on key indicators for tracking pupils’ progress towards level 4, 5 and 6 during Key Stage 3.
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Secondary National StrategyTracking for success in mathematics
00007-2007BKT-EN© Crown copyright 2007�
Curricular target settingA well-focused tracking process will provide detailed information about specific strengths and weaknesses that pupils have in mathematics. On occasions, these weaknesses will be evident in large numbers of pupils, perhaps because of gaps in the teaching programme or longer-term difficulties in related precursors for learning. More often, smaller groups of pupils reveal specific areas of weakness. Whatever the size of the group, or the area of weakness, curricular target setting is the first step towards improvement.
A curricular target expresses in words a specific aspect of mathematics as a focus for improvement. It can be for a whole cohort, a whole class, a group or an individual pupil and can relate to the long term (for example a year), medium term (for example, a term) or short term (for example a unit or a few lessons).
Curricular targets are identified through:
focused ongoing assessment, in the form of teacher assessment based on the key indicators of progress;
question level analysis of test scripts.
Usually, curricular targets can be achieved by the relevant pupils through modification of the planned teaching programme, for example, a couple of focused oral and mental starters, an extra lesson or two, or careful, focused planning of the next related unit.
Sometimes, groups or individual pupils will require specific focused support, for example in class, small group or one-to-one support from the teacher or teaching assistant or extra provision (for example Mathematics challenge, Booster).
Where identified weaknesses are significant, teachers will need to track through the progression in their schemes of work to highlight and address any notable shortcomings in planning. This process is helpful to subject leaders in prioritising topics for collaborative planning by the mathematics team, thereby enabling focused discussion on progression in areas of mathematics that pupils find difficult.
It is important that pupils are aware of their curricular targets and know what they can do to work towards improvement. Informing parents and carers can also be supportive.
Specific guidance on and examples of curricular targets in mathematics can be found in the following.
Assessing pupils’ progress in mathematics at Key Stage 3 CD-ROM (DfES 00007-2007CDO-EN)
The APP handbook
Implementing APP in mathematics
Assessment for learning: Mathematics subject development materials (DfES 1101-2005 GCD)
Developing curricular target setting in mathematics (Unit 6.1)
Securing progression in mathematics (Unit 6.2)
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Secondary National StrategyTracking for success in mathematics �
Contributing to a whole-school tracking system
Mathematics subject leaders have a key role in contributing to school tracking processes by:
ensuring a secure mathematics contribution to the school-wide focus on raising pupils’ achievements by using Key Stage 2 and Key Stage 3 data to set individual pupil targets for the end of Key Stage 3 and Key Stage 4;
gathering and analysing pupil performance data regularly and systematically, with the aim of maximising pupils’ progress in mathematics;
drawing up a timetable for the regular review of pupils’ performance in mathematics to identify those pupils who are exceeding expectations, those who are on track and those whose performance is a cause for concern;
establishing a system to ensure that the outcomes of mathematics tracking and reviews are acted on quickly and that provision, in the form of planning for teaching and learning, is adjusted as necessary.
The following tables will help you, as mathematics subject leader, review and develop your tracking processes.
Table 1 – Tracking pupils’ progress in mathematics: questions and tasks sets out a number of questions and tasks for senior leaders, mathematics subject leaders and mathematics teachers.
Table 2 – Mathematics department’s contribution to a whole-school tracking system identifies key actions in each of Years 7 to 11 to help ensure tracking is successful in raising pupils’ standards in mathematics.
In addition you may find it helpful to revisit the diagrams for long-, medium- and short-term tracking that were included with the autumn 2005 Subject leader development meetings. These are included on pages 14 to 16.
It is important to note that, in developing and refining your processes for tracking pupils’ progress in mathematics, it is crucial for you to work closely with your senior leadership team.
If you are introducing new assessment and tracking approaches you are likely to need to cut back on existing practice, particularly those aspects that do not contribute to raising standards in mathematics. Effective tracking based on ongoing assessment is integral to good assessment for learning practice.
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Secondary National StrategyTracking for success in mathematics
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Table 1 – Tracking pupils’ progress in mathematics: questions and tasks
Senior leaders
Questions Tasks
Is pupils’ achievement across all subjects in line with expectations?
Are pupils making good progress towards their targets?
What is the variation in attainment and attendance between subjects and what are the possible explanations? What is being done to address in-school variation?
Who are the pupils or groups of pupils who are exceeding expectations? What are the factors that are contributing to this success and are we sharing the good practice across the school?
Which pupils or groups of pupils are achieving in line with expectations within each subject?
Are there pupils or groups of pupils who are achieving below expectations? What are we doing to address this? What intervention strategies are being used to offer support to these pupils?
Have behaviour and attendance issues been considered in relation to pupils’ ability and confidence to learn and achieve?
Have we built in opportunities to review individual pupils’ progress across subjects? How is information gathered and shared?
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Work with subject leaders to review and report on pupils’ progress towards their targets. Provide challenge for middle leaders and teachers as necessary.
Work with subject leaders to monitor and support adjustments to teaching programmes in response to review findings.
Work with year leaders to ensure that pupils’ effort and progress are systematically reviewed and that findings are acted on.
Work with middle leaders to ensure that special booster and intervention programmes are set up and that individual pupils receive appropriate and coherent support and are not overwhelmed by too many intervention programmes.
Ensure that all staff, particularly core SLs, work together to:
support pupils who are underperforming in all subjects;
identify pupils doing significantly better or worse in one subject and share good practice.
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Secondary National StrategyTracking for success in mathematics �
Mathematics subject leaders
Questions Tasks
Are attainment and attendance in mathematics in line with expectations and with other subjects in your school?
In comparison with other subject areas in the school, are there individual pupils or groups of pupils who are achieving less well in mathematics?
What range of evidence is being used to monitor pupils’ progress?
What does the analysis of assessment information tell you about pupils’ learning in mathematics? Are any strengths or weaknesses revealed?
Do mathematics teaching programmes give opportunities to address all the areas of weakness identified? If not, how will your department address this?
Do reviews highlight particular individuals or groups of pupils who are achieving above or below expectations? What actions are being taken to support and challenge these pupils?
What intervention strategies are being used to support pupils who are achieving below expectations? For example, Targeting level 4, use of learning mentors, Booster programmes?
Where there are strengths, have you identified good practice and provided opportunities to share that good practice?
Can weaknesses be addressed through cross-curricular links with other subjects? Will numeracy across the curriculum links help?
Do your mathematics team meetings prioritise time to discuss ways in which information on pupils’ progress can be used to improve teaching and learning and ensure pupil progress?
How are pupils’ effort and progress in mathematics reviewed?
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Work with teachers to ensure that they understand the nature of progression across levels in mathematics and that this is reflected in schemes of work: for example, identifying where key indicators of pupils’ progress are taught and where they will be assessed.
Work with your team to develop a shared understanding of National Curriculum levels and GCSE grade criteria.
Monitor pupils’ progress towards targets regularly. Identify those pupils who are exceeding expectations and those who are falling behind. Use ongoing assessment of key indicators, question level analysis of tests, work scrutiny and team discussions.
Use the review findings to identify weaker aspects of planning, teaching and learning and adjust programmes as necessary. Work collaboratively and provide support and training for teachers where necessary.
Work with teachers to provide intervention, booster or revision programmes where pupils are falling behind.
Work with senior leaders and your team to provide intervention, booster or revision programmes where pupils’ needs cannot be met in normal lessons.
Support and deploy mentors and teaching assistants to help pupils.
Liaise with other subject leaders and year leaders to share and use information. Encourage your team to do the same, where appropriate.
Work collectively and with tutor teams to review pupils’ progress. Identify pupils making good progress as well as targeting pupils in need of additional support.
Provide regular opportunities for pupils to discuss their progress with their mathematics teacher, including progress with key indicators.
Lead the team in developing and embedding strategies to encourage peer- and self-assessment.
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Secondary National StrategyTracking for success in mathematics
00007-2007BKT-EN© Crown copyright 2007�0
Mathematics teachers
Questions Tasks
What is the range of attainment in mathematics and attendance in each class you teach?
Are you aware of each pupil’s prior attainment in mathematics, and also in other subjects? How do you use this information?
Do you set and review curricular targets with your pupils?
Do you use the outcomes of tracking to adjust your teaching plans as necessary?
What specific intervention strategies do you use to support pupils who are falling behind? Are these used as part of the lessons or as a special programme, for example Targeting level 4, use of learning mentors, Booster programmes?
Do you use the key indicators of progress in mathematics and share them with pupils so they know what to do to make progress?
How do you maintain an overview of pupils’ progress, discuss their progress and identify those in need of additional support?
How do you encourage and develop pupil and peer- and self-assessment?
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Set and review curricular targets with pupils that focus on specific aspects of knowledge, understanding or skills to secure progression in mathematics. For example, use key indicators and dialogue with pupils to identify appropriate curricular targets.
Involve pupils in regular discussions of their progress and use key indicators of progress to demonstrate what they need to do to improve and attain higher standards.
Share the appropriate set of key indicators with pupils so that they are aware of what they need to know and understand to be able to achieve their target level or grade. Ensure that pupils know when key indicators are being assessed in everyday lessons.
Provide high quality oral and written feedback on pupils’ work and opportunities for pupils to engage in self-evaluation and peer review.
Use review outcomes to inform the use of inclusion and intervention strategies in lessons and adjustment of planning where necessary.
Liaise with your subject leader and other middle and senior leaders as appropriate to ensure that pupils who need them have access to additional intervention, booster or revision programmes, for example, Mathematics challenge, Year 9 Booster, GCSE Study plus, mentoring.
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Secondary National StrategyTracking for success in mathematics ��
Tab
le 2
– M
athe
mat
ics
dep
artm
ent’s
co
ntri
but
ion
to a
who
le-s
cho
ol t
rack
ing
sys
tem
Year
7Ye
ar 8
Year
9Ye
ar 1
0Ye
ar 1
1
Aut
umn
term
Befo
re th
e st
art o
f ter
m,
gath
er K
S2 p
upil
leve
l dat
a to
info
rm ta
rget
set
ting
and
pupi
l gro
upin
g.
Set K
S3 ta
rget
s us
ing
data
, e.
g. c
onte
xtua
l val
ue a
dded
(C
VA) d
ata.
Set p
upil
leve
l Y7
targ
ets.
Adju
st te
achi
ng
prog
ram
mes
to e
nsur
e th
at
targ
ets
will
be m
et. U
se
inte
rven
tion
prog
ram
mes
, e.
g. T
arge
ting
leve
l 4, a
s ap
prop
riate
.
Iden
tify
key
indi
cato
rs (K
Is)
of p
upils
’ pro
gres
s fo
r tra
ckin
g du
ring
Y7 (S
ee
Asse
ssin
g pu
pils’
pro
gres
s m
ater
ials)
.
Asse
ss K
Is th
roug
hout
the
term
.
Revie
w p
lann
ing
to a
ddre
ss
curri
cula
r tar
gets
iden
tified
fro
m a
sses
smen
t of K
Is.
• • • • • • •
Use
info
rmat
ion
on p
upils
’ pr
ogre
ss in
Y7
to s
et p
upil
leve
l Y8
targ
ets.
Iden
tify
pupi
ls no
t mak
ing
suffi
cien
t pro
gres
s. Ta
lk to
pu
pils
and
anal
yse
reas
ons.
Adju
st te
achi
ng
prog
ram
mes
and
use
sp
ecifi
c in
terv
entio
n pr
ogra
mm
es a
s ap
prop
riate
.
Use
addi
tiona
l sup
port,
e.g
. m
ento
rs, a
s ne
cess
ary.
Set s
tatu
tory
KS3
targ
ets
usin
g da
ta, e
.g. P
AT d
ata,
CV
A da
ta.
Iden
tify
KIs
of p
upils
’ pr
ogre
ss fo
r tra
ckin
g du
ring
Y8 (S
ee A
sses
sing
pupi
ls’
prog
ress
mat
eria
ls).
Asse
ss K
Is th
roug
hout
the
term
.
Revie
w p
lann
ing
to a
ddre
ss
curri
cula
r tar
gets
iden
tified
fro
m a
sses
smen
t of K
Is.
• • • • • • • •
Use
info
rmat
ion
on p
upils
’ pr
ogre
ss in
Y8
to s
et p
upil
leve
l Y9
targ
ets.
Che
ck
agai
nst s
tatu
tory
KS3
ta
rget
.
Iden
tify
pupi
ls no
t mak
ing
suffi
cien
t pro
gres
s. Ta
lk to
pu
pils
and
anal
yse
reas
ons.
Adju
st te
achi
ng
prog
ram
mes
and
use
sp
ecifi
c in
terv
entio
n pr
ogra
mm
es, e
.g. B
oost
er
as a
ppro
pria
te.
Use
addi
tiona
l sup
port,
e.g
. m
ento
rs, a
s ne
cess
ary.
Iden
tify
KIs
of p
upils
’ pr
ogre
ss fo
r tra
ckin
g du
ring
Y9 (S
ee A
sses
sing
pupi
ls’
prog
ress
mat
eria
ls).
Asse
ss K
Is th
roug
hout
the
term
.
Revie
w p
lann
ing
to a
ddre
ss
curri
cula
r tar
gets
iden
tified
fro
m a
sses
smen
t of K
Is.
• • • • • • •
Use
info
rmat
ion
on p
upils
’ pr
ogre
ss in
KS3
to s
et K
S4
pupi
l lev
el ta
rget
s. (E
xpec
t pu
pils
sta
rting
at L
5 to
pr
ogre
ss to
gra
de C
+.)
Iden
tify
pupi
ls n
ot m
akin
g su
ffici
ent p
rogr
ess.
Tal
k to
pup
ils a
nd a
nalys
e re
ason
s.
Adju
st te
achi
ng
prog
ram
mes
and
use
sp
ecifi
c in
terv
entio
n pr
ogra
mm
es, e
.g. S
tudy
pl
us a
s ap
prop
riate
.
Iden
tify
KIs
of p
upils
’ pr
ogre
ss fo
r tra
ckin
g du
ring
Y10.
Asse
ss K
Is th
roug
hout
the
term
.
Revie
w p
lann
ing
to
addr
ess
curri
cula
r tar
gets
id
entifi
ed fr
om a
sses
smen
t of
KIs
.
• • • • • •
Use
info
rmat
ion
on p
upils
’ pr
ogre
ss in
Y10
to id
entif
y pu
pils
not m
akin
g su
ffici
ent
prog
ress
. Tal
k to
pup
ils a
nd
anal
yse
reas
ons.
Adju
st te
achi
ng
prog
ram
mes
and
use
sp
ecifi
c in
terv
entio
n pr
ogra
mm
es a
nd G
CSE
boos
ter a
s ap
prop
riate
.
Iden
tify
KIs
of p
upils
’ pr
ogre
ss fo
r tra
ckin
g du
ring
Y11.
Asse
ss K
Is th
roug
hout
the
term
.
Revie
w p
lann
ing
to a
ddre
ss
curri
cula
r tar
gets
iden
tified
fro
m a
sses
smen
t of K
Is.
• • • • •
Secondary National StrategyTracking for success in mathematics
00007-2007BKT-EN© Crown copyright 2007��
Year
7Ye
ar 8
Year
9Ye
ar 1
0Ye
ar 1
1
Sp
ring
ter
mAs
sess
obj
ectiv
es th
at a
re
KIs
of p
upils
’ pro
gres
s th
roug
hout
the
term
.
Revie
w p
lann
ing
to
addr
ess
curri
cula
r tar
gets
id
entifi
ed fr
om a
sses
smen
t of
KIs
.
Keep
ove
rvie
w o
f cur
ricul
ar
targ
ets
and
lead
targ
eted
co
llabo
rativ
e w
ork
to
stre
ngth
en p
lann
ing.
Mat
hem
atic
s su
bjec
t le
ader
revie
ws
and
repo
rts
on p
rogr
ess
tow
ards
Y7
targ
ets.
• • • •
Asse
ss o
bjec
tives
that
are
KI
s of
pup
ils’ p
rogr
ess
thro
ugho
ut th
e te
rm.
Revie
w p
lann
ing
to a
ddre
ss
curri
cula
r tar
gets
iden
tified
fro
m a
sses
smen
t of K
Is.
Keep
ove
rvie
w o
f cur
ricul
ar
targ
ets
and
lead
targ
eted
co
llabo
rativ
e w
ork
to
stre
ngth
en p
lann
ing.
Mat
hem
atic
s su
bjec
t le
ader
revie
ws
and
repo
rts
on p
rogr
ess
tow
ards
Y8
targ
ets.
• • • •
Use
moc
k KS
3 m
athe
mat
ics
test
s to
re
view
and
repo
rt on
pup
ils’
prog
ress
tow
ards
targ
ets.
Mat
hem
atic
s su
bjec
t le
ader
revie
ws
and
repo
rts
on p
rogr
ess
tow
ards
KS3
ta
rget
s.
Use
ques
tion
level
analy
sis
of m
ock
pape
rs to
iden
tify
curri
cular
targ
ets
for p
upils
at
risk
of m
issin
g, e
.g. le
vel 5
.
Adju
st te
achi
ng
prog
ram
mes
and
use
sp
ecifi
c in
terv
entio
n pr
ogra
mm
es, e
.g. B
oost
er,
as a
ppro
pria
te.
Use
addi
tiona
l sup
port,
e.g
. m
ento
rs, a
s ne
cess
ary.
Asse
ss o
bjec
tives
that
are
KI
s of
pup
ils’ p
rogr
ess
thro
ugho
ut th
e te
rm.
Revie
w p
lann
ing
to
addr
ess
curri
cula
r tar
gets
fro
m a
sses
smen
t of K
Is.
• • • • • • •
Asse
ss o
bjec
tives
that
are
KI
s of
pup
ils’ p
rogr
ess
thro
ugho
ut th
e te
rm.
Revie
w p
lann
ing
to
addr
ess
curri
cula
r tar
gets
id
entifi
ed fr
om a
sses
smen
t of
KIs
.
Keep
ove
rvie
w o
f cur
ricul
ar
targ
ets
and
lead
targ
eted
co
llabo
rativ
e w
ork
to
stre
ngth
en p
lann
ing.
Adju
st te
achi
ng
prog
ram
mes
and
use
sp
ecifi
c in
terv
entio
n pr
ogra
mm
es, e
.g. S
tudy
pl
us, a
s ap
prop
riate
.
Mat
hem
atic
s su
bjec
t le
ader
revie
ws
and
repo
rts
on p
rogr
ess
tow
ards
GCS
E ta
rget
s.
• • • • •
Use
moc
k GC
SE
mat
hem
atic
s ex
amin
atio
n to
che
ck o
n pu
pils’
pr
ogre
ss.
Mat
hem
atic
s su
bjec
t lea
der
revie
ws
and
repo
rts o
n pr
ogre
ss to
war
ds G
CSE
targ
ets.
Use
ques
tion
leve
l ana
lysis
of m
ocks
to id
entif
y cu
rricu
lar t
arge
ts fo
r pup
ils
at ri
sk o
f miss
ing,
e.g
. gr
ade
C.
Adju
st te
achi
ng
prog
ram
mes
and
use
sp
ecifi
c in
terv
entio
n pr
ogra
mm
es a
nd G
CSE
boos
ter a
s ap
prop
riate
.
Asse
ss o
bjec
tives
that
are
KI
s of
pup
ils’ p
rogr
ess
thro
ugho
ut th
e te
rm.
Revie
w p
lann
ing
to a
ddre
ss
curri
cula
r tar
gets
iden
tified
fro
m a
sses
smen
t of K
Is.
Use
revis
ion
prog
ram
mes
fo
r tar
gete
d to
pics
.
• • • • • • •
00007-2007BKT-EN© Crown copyright 2007
Secondary National StrategyTracking for success in mathematics ��
Year
7Ye
ar 8
Year
9Ye
ar 1
0Ye
ar 1
1
Sum
mer
ter
mAs
sess
obj
ectiv
es th
at a
re
KIs
of p
upils
’ pro
gres
s th
roug
hout
the
term
.
Revie
w p
lann
ing
to
addr
ess
curri
cula
r tar
gets
id
entifi
ed fr
om a
sses
smen
t of
KIs
.
Keep
ove
rvie
w o
f cur
ricul
ar
targ
ets
and
lead
targ
eted
co
llabo
rativ
e w
ork
to
stre
ngth
en p
lann
ing.
Use
Y7 o
ptio
nal a
nd
prog
ress
test
s to
revie
w
and
repo
rt on
pup
il pr
ogre
ss to
war
ds ta
rget
s.
Mat
hem
atic
s su
bjec
t le
ader
revie
ws
prog
ress
of
pup
ils fo
llow
ing
inte
rven
tion
prog
ram
mes
.
• • • • •
Asse
ss o
bjec
tives
that
are
KI
s of
pup
ils’ p
rogr
ess
thro
ugho
ut th
e te
rm.
Revie
w p
lann
ing
to a
ddre
ss
curri
cula
r tar
gets
iden
tified
fro
m a
sses
smen
t of K
Is.
Keep
ove
rvie
w o
f cur
ricul
ar
targ
ets
and
lead
targ
eted
co
llabo
rativ
e w
ork
to
stre
ngth
en p
lann
ing.
Use
Y8 o
ptio
nal t
ests
to
revie
w a
nd re
port
on p
upils
’ pr
ogre
ss to
war
ds ta
rget
s.
• • • •
Asse
ss o
bjec
tives
that
are
KI
s of
pup
ils’ p
rogr
ess
thro
ugho
ut th
e te
rm.
Revie
w p
lann
ing
to
addr
ess
curri
cula
r tar
gets
id
entifi
ed fr
om a
sses
smen
t of
KIs
.
Keep
ove
rvie
w o
f cur
ricul
ar
targ
ets
and
lead
targ
eted
co
llabo
rativ
e w
ork
to
stre
ngth
en p
lann
ing.
Use
ques
tion
anal
ysis
of
KS3
pape
rs to
iden
tify
curri
cula
r prio
ritie
s fo
r gr
oups
of p
upils
, e.g
. pu
pils
with
low
leve
l 5.
Rev
iew
pla
nnin
g fo
r Y1
0 te
achi
ng. L
ook
at im
plic
atio
ns fo
r Y9
teac
hing
.
• • • •
Asse
ss o
bjec
tives
that
are
KI
s of
pup
ils’ p
rogr
ess
thro
ugho
ut th
e te
rm.
Revie
w p
lann
ing
to
addr
ess
curri
cula
r tar
gets
id
entifi
ed fr
om a
sses
smen
t of
KIs
.
Keep
ove
rvie
w o
f cur
ricul
ar
targ
ets
and
lead
targ
eted
co
llabo
rativ
e w
ork
to
stre
ngth
en p
lann
ing.
Use
ques
tion
leve
l ana
lysis
of
moc
ks to
iden
tify
curri
cula
r tar
gets
for p
upils
at
risk
of m
issi
ng, e
.g.
grad
e C.
Revie
w p
rogr
ess
with
GC
SE c
ours
ewor
k an
d le
ad
targ
eted
col
labo
rativ
e w
ork
to s
treng
then
pla
nnin
g.
• • • • •
Use
revis
ion
prog
ram
mes
fo
r tar
gete
d to
pics
.
Use
spec
ific
inte
rven
tion
prog
ram
mes
and
GCS
E bo
oste
r as
appr
opria
te.
Revie
w th
e fin
al o
utco
mes
fro
m c
ours
ewor
k an
d co
nsid
er im
plic
atio
ns fo
r cu
rrent
Y10
.
Orga
nise
an
end
of y
ear
revie
w o
f pup
ils’ p
rogr
ess
and
iden
tify
actio
ns to
st
reng
then
pro
visio
n fo
r cu
rrent
Y10
.
• • • •
Secondary National StrategyTracking for success in mathematics
00007-2007BKT-EN© Crown copyright 2007��
Long-term tracking: recording and supporting pupils’ progress
3 2535 5
7 7 7
1
6
4
End-of-KS3 leveltarget used to setinterim targets forend of Y7 andend of Y8
End-of-KS2 testand TA and otherassessments usedto set end-of-KS3level target
KS2 level target Level target Level target KS3 level target
Level achieved recordedKey indicator profileCurricular targets
Level achievedKey indicator profileCurricular targets
Level achievedKey indicator profileCurricular targets
Level achieved recordedKey indicator profileCurricular targets
LT assessment broken down into annual assessments,using progress/optional tests and TAUsed to identify curricular targets for following year andinform planning
LT planning broken downinto yearly programmes
Level target Level target
Recording for each pupil
LT assessment: end-of-KS3 test and TA:
used to set grade target for next KS
used to set curricular targetsinforms planning for KS3 and KS4
End-of-KS3 level target used to ensure LT planning matches pupils’ potential
Y7 Y8 Y9
00007-2007BKT-EN© Crown copyright 2007
Secondary National StrategyTracking for success in mathematics ��
Medium-term tracking: recording and supporting pupils’ progress
388 8
9 9 9
5
Level target
Start of Y7
KS2 level target End-of-Y7 level target
Level achieved recordedKey indicator profileCurricular targets
Key indicatorprofile
Key indicatorprofile
Level achieved recordedKey indicator profileCurricular targets
MT assessment using ongoing TA and task/test againstkey indicators taught that termUsed to assess and set curricular targets for thefollowing term
Recording for each pupil
LT assessment using progress/optional tests and TA
Used to identify curricular targets and inform planning
LT planning: learning objectives from yearly teaching programme
End of Y7
7
autumn spring summer
MT planning learning objectives
Secondary National StrategyTracking for success in mathematics
00007-2007BKT-EN© Crown copyright 2007��
Short-term tracking: recording and tracking pupils’ progress
108
8
ST assessments against lessonobjectives particularly keyindicators using TAST curriculum targets couldbe set/reviewedOutcomes of ST assessmentinform lesson planningand next related unit
Start of Y7
Recording for each pupil
MT assessment using ongoing TA and task/test against key indicators taught that te
rm
Used to assess and set curricular targets for the following term
MT planning learning objectives
End of autumn term Y7
9
11Unit 1 Unit 2Unit 3
ST planning fromlearning objectivesUnit and individual lessons
Only informal recording required for exceptional performance against objectives/key indicators including ST curricular targets
00007-2007BKT-EN© Crown copyright 2007
Secondary National StrategyTracking for success in mathematics ��
Involving pupils in tracking progressPupils benefit greatly from being involved in the assessment and tracking of their own progress. Direct involvement helps pupils to recognise their own achievements and focuses them on what they need to do to progress further. It also helps pupils to identify their own strengths and weaknesses, giving greater relevance to individual curricular target setting. Purposeful pupil involvement can make assessment and tracking easier for teachers to manage. Pupils become more aware of demonstrating what they know, understand and are able to do.
The following suggestions may be useful for involving pupils in assessing and tracking their own progress.
It is helpful for pupils to have access to the key indicators used for tracking progress. For example, teachers might give pupils the set of key indicators to be assessed during each half-term, and draw attention to each key indicator as it is taught and when it is a focus for assessment.
Pupils’ learning can be strengthened through peer- and self-assessment. Table 3 (pages 18 to 20) describes a selection of strategies that teachers might adopt when involving pupils in their own assessment.
Pupils need to be aware of their curricular targets and the opportunities they will have to work on them.
Pupils should be aware of the outcomes of the reviews of progress and know what they need to do to achieve their target level or grade.
•
•
•
•
Secondary National StrategyTracking for success in mathematics
00007-2007BKT-EN© Crown copyright 2007��
Tab
le 3
– S
trat
egie
s fo
r p
eer-
and
sel
f-as
sess
men
t
Str
ateg
ies
for
pee
r- o
r s
elf-
asse
ssm
ent
Key
ben
efits
Exa
mp
les
of
how
and
whe
re it
co
uld
be
used
in a
less
on
Enco
urag
e pu
pils
to li
sten
to e
ach
othe
r’s
resp
onse
s to
que
stio
ns a
nd p
rese
ntat
ions
mad
e in
cl
ass
and
to a
sk q
uest
ions
abo
ut p
oint
s th
at th
ey
do n
ot u
nder
stan
d.
1.Pu
pils
thin
k ab
out w
hat t
hey
have
not
und
erst
ood.
Pupi
ls p
ublic
ly a
ckno
wle
dge
that
they
can
– a
nd w
ant t
o –
lear
n fro
m e
ach
othe
r.
Prom
otes
the
idea
of c
olla
bora
tive
wor
king
– ‘m
any
brai
ns
bette
r tha
n ju
st o
ne’.
Can
help
est
ablis
h ‘w
orki
ng to
geth
er’ p
roto
cols
.
• • • •
Hold
who
le-c
lass
disc
ussio
n, m
akin
g co
njec
ture
s ab
out c
ompa
rativ
e da
ta d
ispla
yed
in tw
o pi
e ch
arts
. Pu
pils
resp
ond,
usin
g m
ini-w
hite
boar
ds, f
ollo
wed
by
episo
des
durin
g w
hich
suc
cess
ive p
upils
add
to o
r ref
ute
expl
anat
ions
.
•
Use
exam
ples
of w
ork
from
ano
nym
ous
pupi
ls
and
ask
thei
r pee
rs to
sug
gest
pos
sibl
e w
ays
of
impr
ovin
g th
e w
ork
and
how
they
wou
ld m
eet t
he
lear
ning
out
com
es.
2.Pu
pils
see
wha
t lea
ds to
suc
cess
and
exp
licitl
y id
entif
y th
e fe
atur
es o
f a g
ood
piec
e of
wor
k.
Help
s m
oder
ate
shar
ed u
nder
stan
ding
of s
tand
ards
.
Sets
ben
chm
arks
for t
arge
t set
ting.
• • •
Pupi
ls ar
e gi
ven
som
e so
lutio
ns to
a p
robl
em a
nd a
sked
to
eva
luat
e th
e ef
ficie
ncy
of th
e st
rate
gies
cho
sen,
iden
tify
erro
rs a
nd m
ake
sugg
estio
ns fo
r im
prov
emen
t.
•
Ask
pupi
ls to
use
the
expe
cted
out
com
e to
co
mm
ent o
n st
reng
ths
of e
ach
othe
r’s w
ork
and
to
iden
tify
area
s fo
r im
prov
emen
t.
3.Pu
pils
iden
tify
thei
r ow
n st
reng
ths
and
area
s fo
r dev
elop
men
t.
Pupi
ls a
re s
omet
imes
mor
e re
cept
ive
to c
onst
ruct
ive
criti
cism
fro
m p
eers
than
from
the
teac
her.
Help
s m
oder
ate
shar
ed u
nder
stan
ding
of s
tand
ards
.
• • •
The
who
le c
lass
eva
luat
es a
nd re
vises
an
anon
ymou
s w
ritte
n dr
aft e
xpla
natio
n, in
terp
retin
g th
e da
ta g
iven
in a
gra
ph o
r ch
art.
Pupi
ls th
en w
ork
in p
airs
and
four
s to
dra
ft, e
valu
ate
and
join
tly re
vise
simila
r exp
lana
tions
for o
ther
cha
rts.
•
Ask
pupi
ls to
mar
k ea
ch o
ther
’s w
ork
but w
ithou
t gi
ving
them
the
answ
ers.
Inst
ead,
ask
them
to fi
nd
the
corr
ect a
nsw
ers
from
ava
ilabl
e re
sour
ces.
4.He
lps
pupi
ls di
stin
guish
bet
wee
n le
arni
ng o
bjec
tives
and
lear
ning
ou
tcom
es (a
nd h
ow to
‘com
e up
with
the
good
s’).
Help
s pu
pils
reco
gnise
a ra
nge
of a
ltern
ative
app
ropr
iate
resp
onse
s.
Prom
otes
rese
arch
and
inde
pend
ent l
earn
ing.
• • •
Pupi
ls, i
n pa
irs, m
ark
each
oth
er’s
wor
k, c
ompa
ring
and
disc
ussi
ng d
iffer
ent m
etho
ds, e
.g. f
or fi
ndin
g ar
eas
and
perim
eter
s of
sha
pes
mad
e fro
m re
ctan
gles
. The
y ch
eck,
us
ing
a di
ffere
nt m
etho
d if
nece
ssar
y.
•
00007-2007BKT-EN© Crown copyright 2007
Secondary National StrategyTracking for success in mathematics ��
Str
ateg
ies
for
pee
r- o
r se
lf-as
sess
men
tK
ey b
enefi
tsE
xam
ple
s o
f ho
w a
nd w
here
it c
oul
d b
e us
ed in
a le
sso
n
Ask
pupi
ls to
writ
e th
eir o
wn
ques
tions
on
a to
pic
to
mat
ch th
e ex
pect
ed le
arni
ng o
utco
mes
, and
in a
dditi
on
prov
ide
answ
ers
to o
ther
s’ q
uest
ions
.
5.He
lps
pupi
ls d
istin
guis
h be
twee
n le
arni
ng o
bjec
tives
and
le
arni
ng o
utco
mes
(and
how
to ‘c
ome
up w
ith th
e go
ods’
).
Help
s pu
pils
reco
gnis
e a
rang
e of
alte
rnat
ive
appr
opria
te
resp
onse
s.
• •
At th
e en
d of
wor
k on
Pyt
hago
ras’
theo
rem
, the
pup
ils
wor
k in
pai
rs to
dev
ise fo
ur p
robl
ems,
som
e w
ith a
nd s
ome
with
out d
iagr
ams,
that
can
be
solve
d us
ing
Pyth
agor
as’
theo
rem
. The
y al
so p
rovid
e ex
ampl
e so
lutio
ns.
•
Ask
pupi
ls in
gro
ups
to w
rite
five
ques
tions
and
afte
r w
hole
-cla
ss d
iscu
ssio
n id
entif
y th
e be
st tw
o fro
m
each
gro
up (t
o ge
nera
te 1
0 to
12
ques
tions
, e.g
. for
ho
mew
ork)
.
6.Pu
pils
gai
n co
nfide
nce
as th
ey c
reat
e th
eir o
wn
ques
tions
and
ans
wer
s.
Help
s pu
pils
reco
gnis
e a
rang
e of
alte
rnat
ive
appr
opria
te
resp
onse
s.
• •
Pupi
ls di
scus
s an
d de
cide
on
an e
njoy
able
pro
gres
s ch
ecki
ng a
ctivi
ty th
at c
an b
e pr
ovid
ed a
t the
end
of a
n im
porta
nt s
ectio
n of
wor
k on
a te
xt o
r top
ic.
•
Ask
pupi
ls to
ana
lyse
mar
k sc
hem
es a
nd d
evis
e th
eir
own
for a
spe
cifie
d ta
sk.
7.Pu
pils
are
abl
e to
iden
tify
the
key
aspe
cts
or id
eas
in a
un
it of
wor
k or
task
and
refin
e th
eir o
wn
inte
rpre
tatio
ns
of re
quire
men
ts a
nd p
ossi
ble
pitfa
lls.
Help
s pu
pils
reco
gnis
e a
rang
e of
alte
rnat
ive
appr
opria
te
resp
onse
s.
• •
The
who
le c
lass
eva
luat
es s
hort
resp
onse
s to
the
‘exp
lain
’ par
t of a
test
que
stio
n, in
terp
retin
g th
e da
ta
give
n in
a g
raph
or c
hart.
Pup
ils m
ake
a ju
dgem
ent a
s to
w
hich
resp
onse
wou
ld g
ain
the
mar
k in
the
test
.
The
teac
her s
ets
hom
ewor
k fo
cuse
d on
a k
ey in
dica
tor,
then
ask
s th
e cl
ass
wha
t the
suc
cess
crit
eria
will
be.
Af
ter c
ompl
etio
n, th
e w
ork
is p
eer m
arke
d.
The
teac
her c
onst
ruct
s an
exe
mpl
ar c
opy
of a
n as
sess
men
t tas
k w
ith m
odel
ans
wer
s an
d sh
ows
this
to
pupi
ls w
hen
retu
rnin
g th
eir w
ork,
allo
win
g tim
e fo
r pup
ils
to c
ompa
re th
eir w
ork
with
the
exem
plar
s.
• • •
Secondary National StrategyTracking for success in mathematics
00007-2007BKT-EN© Crown copyright 2007�0
Str
ateg
ies
for
pee
r- o
r se
lf-as
sess
men
tK
ey b
enefi
tsE
xam
ple
s o
f ho
w a
nd w
here
it c
oul
d b
e us
ed in
a le
sso
n
Ask
pupi
ls to
dec
ide
whe
ther
they
thin
k an
ans
wer
is
reas
onab
le, w
heth
er th
ey c
an a
dd to
the
answ
er, o
r w
heth
er th
ey w
ould
hav
e gi
ven
anot
her a
nsw
er.
8.Pu
pils
can
eva
luat
e th
e va
lidity
of s
tate
men
ts a
nd
gene
ralis
atio
ns a
nd d
iscu
ss c
omm
on m
ista
kes
and
mis
conc
eptio
ns.
Help
s m
oder
ate
shar
ed u
nder
stan
ding
of s
tand
ards
.
• •
Pupi
ls di
scus
s th
e va
lidity
of g
ener
al s
tate
men
ts, a
nd
whe
ther
they
are
som
etim
es, a
lway
s or
nev
er tr
ue, e
.g.
mul
tiplic
atio
n m
akes
num
bers
big
ger;
if a
squa
re a
nd a
re
ctan
gle
have
the
sam
e pe
rimet
er, t
he s
quar
e ha
s th
e gr
eate
r are
a.
•
Enco
urag
e pu
pils
to d
evel
op a
sses
smen
t crit
eria
for
perio
dic
asse
ssm
ent t
asks
.9.
Help
s pu
pils
focu
s on
wha
t the
y ne
ed to
pro
duce
or
dem
onst
rate
to h
ave
thei
r ach
ieve
men
t rec
ogni
sed.
•As
a s
tarti
ng p
oint
for a
new
seq
uenc
e of
less
ons,
hav
ing
foun
d ou
t wha
t pup
ils a
lread
y kn
ow, a
sk th
em to
iden
tify
wha
t the
y w
ant t
o le
arn
durin
g th
e co
min
g le
sson
s an
d ho
w
they
will
know
if th
ey h
ave
succ
eede
d.
•
Ask
pupi
ls fo
r the
ir le
vel o
f con
fiden
ce w
ith a
par
ticul
ar
piec
e of
wor
k.10
.Pu
pils
can
iden
tify
prod
uctiv
e ar
eas
on w
hich
to fo
cus
thei
r effo
rts a
nd d
evel
op m
aste
ry o
f par
ticul
ar c
once
pts
and
skill
s.
•Th
e te
ache
r ask
s pu
pils
to tr
affic
ligh
t the
key
indi
cato
rs a
nd
thei
r cur
ricul
ar ta
rget
s be
fore
and
afte
r a p
artic
ular
pie
ce o
f w
ork.
(Gre
en is
‘hap
py’,
ambe
r is
‘not
qui
te s
ure’
and
red
is ‘v
ery
unsu
re’.)
•
This booklet is available for download from:
www.standards.dfes.gov.uk
www.teachernet.gov.uk/publications
Copies may be available from:
DfES Publications Tel: 0845 60 222 60 Fax: 0845 60 333 60 Textphone: 0845 60 555 60 e-mail: [email protected]
Ref: 00007-2007BKT-EN
© Crown copyright 2006
Produced by the Department for Education and Skills www.dfes.gov.uk
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AS
HFO
RD
CO
LOU
R P
RE
SS
01-
2007
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