Strategic Goals, Annual Targets and Reports |
| Inquiry Learning
Students will understand the process of inquiry and use appropriate techniques to further learning and create new solutions. Students can apply a variety of Thinking Tools / Skills for different purposes in a range of contexts.
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Students will be able to select the appropriate number operation in different situations.
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Target Areas
Inquiry Action Plan
Professional Development on Inquiry Learning / Thinking Tools/Skills
- Staff input into expectations for each level / syndicate
- Review the school-wide plans to fit with HSS Inquiry Model
- Best practice modelling for teachers /classes in classes
- Visit other classes / schools
Explicit teaching in classes of Thinking Tools/ Skills
- Based on school programme
- Relevant to class/ syndicate topics
- Linked to Inquiry Learning
- Make connections across learning areas
- Teachers understand purpose and tool
- Lead teacher to set lessons, go over, model and support
Students will
- Use a range of tools suitable for different purposes
- Explain the tool/skill
- Give examples of where they can be used
- Apply a tool / skill in a different learning area independently – selecting the most appropriate and justifying their choice
A school-wide Inquiry Learning Unit focus
- All teachers developing and running an Inquiry Learning Unit in their classes
- Integrated use of a variety of Thinking Tools / Skills
- Rich tasks
- Linked to key competencies, vision & values
Review Planning and Assessment models for Inquiry Learning
- Review and revise, making changes as necessary
- Philosophy to Practice doc. updated
Update and develop the ‘new look’ GATE Programme
- Develop identification process and checklist for teachers /parents
- Improve our recording of information, tracking and updating
- Review programme possibilities to include differentiation in classes, cluster placement, subject extension, cohort needs, specialist teachers
- Review options for 2012 programmes to meet needs across the school in different ways
- Professional development for teachers in this area, particularly identification, extension, class programmes, support
Mathematics Action Plan
Professional Development in Mathematics for staff
- Review NUMPA- what has changed, best practice
- Ensure teachers understand how to teach NUMPA – Knowledge and Strategies effectively
- Revision of mathematics programmes used in the school at different levels
- Gain an understanding of pedagogical best practice in mathematics, particularly numeracy
- Become familiar with a range of assessment tools – purpose, value and understanding
- Visit other classes / schools to view best practice in action, share ideas and gain new insights
- Targeted to syndicates / year groups for classroom support and modelling
Children are motivated and engaged in mathematics
- Strong number knowledge base giving confidence in problem solving approaches
- Used across other learning areas
- Children can select and apply the appropriate number operation/s to solve a problem
- Differentiated teaching to meet children’s needs
- Use of flexi-grouping
- Exciting maths programmes
- Use of a variety of approaches
- Hands on activities
Review Mathematics assessment school wide
- Review assessment tools being used school wide- purpose, relevance, validity
- Critically consider and evaluate other tools
- Using Mathematics Progressions and National Standards develop a system of moderation in mathematics
- Moderation will also include working with other schools
Mathematics will be a focus area for teacher appraisals in 2012
- This will be written in to each teacher’s goals for 2012, and will be individualised to suit their needs in this area
- Teachers will observe other teachers and view models/ lessons of best practice
- Teachers will observe each other and give constructive feedback / feedforward
- Teachers will engage in professional discussions on mathematics, sharing ideas, resources and skills