Secondary intervention: mathematics module 4: Tracking pupil progress
Page 1 of 11
- 1 Secondary intervention: mathematics module 4: Tracking pupil progress
- 2 Task 1 - Sources of evidence
- 3 Teaching and learning
- 4 Task 2 - Target setting, planning assessment and tracking
- 5 Task 3 - Further exploration of target setting, planning assessment and tracking
- 6 Task 4 - Ongoing teacher assessment
- 7 Task 5 - A further look at ongoing teacher assessment
- 8 Task 6 - Planning to help pupils meet their curricular targets
- 9 Rich activities (task 7) and ongoing assessment (task 8)
- 10 Leading change - the challenges
- 11 Summary
Tracking pupil progress
This module considers an approach to tracking pupils' progress in mathematics, leading to more effective teaching and improved learning. It asks you to:
- consider the purpose and principles of tracking
- consider strategies for ongoing assessment by the teacher to track pupils' knowledge and understanding of algebra
- reflect on teaching and ongoing assessment in algebra and to consider the next steps.
The areas in which teachers need to support pupils in their development as learners of mathematics are:
- confidence and independence
- deeper understanding and reasoning
- enjoyment and engagement, especially through explanation and discussion.
These areas are addressed by tracking for success.
As was mentioned in the previous module (MM3), setting appropriately challenging targets for pupils and establishing rigorous monitoring and tracking systems are the first crucial steps towards ensuring that the learning needs of all pupils are met.
What are the two approaches to tracking?
- Tracking progress through National Curriculum levels or GCSE grades
- Tracking progress through teaching and learning
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