Time 2 data

What is my time 2 data telling me? Clearly there has been some significant shifts for some children. All my target children, bar one made encouraging moves in their Number knowledge(data form their IKAN test in term 3) and also in their strategy thinking, and this was evident from their Gloss test. The above graph only shows how they performed on the PAT Maths test. The biggest movements came about as a result of REPETITION and constant expectation on my part to get not only my target children but ALL children to improve their number knowledge. This happened as a result of daily number knowledge practise and through online maths activities.

Why did one target child make less then the expected shift? Regular absences from school and consistent lateness has been an ongoing issue that has been difficult to resolve. Attendance is critical to children learning and making shifts because it is always very difficult for children to catch up on lost learning.

The explicit teaching of maths strategies, and making sure that my target children had clarity about what they were learning was also an area that I was constantly mindful of. Teaching children the required maths language was also helpful because they were able to use it ti share their thinking. More oral language or collaboration helped my target children 'hook' in to the lesson.As their confidence grew, my target group took an increasing larger part in the maths lesson.