Improving continuity and progression for pupils in maths P7 to S1
Points to consider
The secondary maths teachers in this ASG recognised that their primary colleagues represented an important source of guidance and support in developing their understanding and use of formative assessment. They also learned something about the classroom environment their future S1 pupils were used to. To what extent can you learn from colleagues whose experience of working with children or young people is at a different stage from your own? How might you arrange opportunities to share experiences?
The teachers involved in this ASG looked at three specific ways - green pen comments, maths journals and self-assessment forms - in which they could improve the quality of learning in the classroom. They also gathered feedback from pupils and their parents on how useful they found the approaches they were using. How do you consult with pupils and their parents on the particular approaches you use?