Language across the curriculum by dfhercbml

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									            Addressing pupils' weaknesses with Springboard 7

About the school

Worcestershire LEA Sion Hill

Sion Hill is a Middle School situated on the outskirts of Kidderminster,
Worcestershire. It has approximately 450 pupils on roll, aged 8 to 13 years.
The school has recently come out of special measures (Spring 2002).

How the catch-up programme fits in with the school’s priorities

The school’s first priority is to raise the achievement of its pupils by:

      Improving and developing pupils’ skills in numeracy and literacy
      Ensuring that both pupils and teachers are aware of and understand
       pupils’ personal targets and recognising the improvements attained
      Improving the access and use of ICT across the curriculum
      Analysing data on a regular basis to identify key areas for development
       and improvement of pupils
      Improving the teaching of basic number skills particularly related to
       multiplication and division


How the school has implemented Year 7 catch-up

The staff, along with the support of the LEA mathematics consultants, used
the data analysis from the Key Stage 2 test results to identify specific
weaknesses in pupils’ basic skills.

Having identified key areas staff used Springboard 7 as the basis of planning
and direct teaching to address pupils’ weaknesses.

Staff planned together to ensure there is continuity and differentiation. This
has the added advantage of pooling ideas, teaching methods and resources.
The key learning objectives are used to set one or more targets for the pupils
at the start of each unit of work. Teachers track the objectives back through
the years to differentiate the targets for the pupils. In some cases the targets
include other objectives that the pupils have not yet achieved. The key
objectives are recorded in pupil-speak onto a “target sheet”. The target sheets
are inserted into pupils’ books as a reminder and a source of reference during
the unit.

The Key Stage 3 mathematics consultants have worked with a number of
teaching groups and identified various individual and group weaknesses in
pupils’ basic skills, and have helped incorporate mathematical thinking
skills/activities into the medium-term plans.




                                              www.standards.dfes.gov.uk/keystage3/
Benefits for the pupils

The pupils have made clear progress in class and in their progress tests.
Another major benefit has been that the pupils know the targets they should
be aiming to attain. Staff have a core resource bank to use and enhance their
own planning and teaching.

Moving forward

This year, as the progress test will be changed to reflect the Key Stage 3
curriculum, the department plans to re-think the use of Springboard 7. They
are in the process of adapting objectives in the Year 7 teaching programme
for pupils who are working at level 3 and below. To do this they are identifying
the progression of topics through Years 5, 6 and 7.

Springboard 7 is now used to support oral and mental work, both in the starter
and main teaching activity as well as the basis of some class teaching and
consolidation.

Pupils have record sheets in their tutor groups. They have to set individual
targets, identified in discussions with their form tutor.

The department has learnt that some pupils are still weak in basic number
skills when they start Year 7 and this needs to be addressed both in Years 5
and 6 as well as in the partner schools. At present an action plan is being
formulated with partner schools to ensure that there is agreement and
consistency to the teaching of calculation across schools. The department
also intends to filter this thinking through to the entire curriculum in all of the
years. This should lead to a consistent approach to teaching these important
basic skills.




                                              www.standards.dfes.gov.uk/keystage3/

								
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