Curricular targets identify areas
of learning whereas numerical targets identify
numbers of children achieving targets, or the levels
they achieve.
Curricular targets can be used at school, cohort,
class group and individual level.
Curricular targets set at school level are layered to
set targets for class/group.
One of the strengths of the approach is that
the whole school is focussed on the same area of
learning and teachers are able to engage in professional
dialogue to support the teaching and learning.
School curricular targets address an area of
learning within a subject
e.g.
- Pupils to be able to use age-appropriate
punctuation in the course of their own writing
- Pupils
to show interpretation and understanding
of texts including the ability to infer,
deduce and evaluate ideas and themes presented
in texts
- Pupils to be
able to demonstrate understanding of place
value at age-appropriate level
School curricular targets are selected by the
school, not individual teachers.
Curricular targets are drawn from the detailed
analysis of SATs and optional SATs, work scrutinies
and relate to the Illustrative Target Statements
for Reading and for Writing, and the Key Objectives
for Mathematics in order to address key areas of
reading, writing and numeracy.
These targets should inform planning, and activities
designed to teach them should be clearly identifiable
in planning.
Differentiation [in questioning, support, resources,
activities, etc.] should provide a scaffold to
enable children to achieve the target.
All children should be given the opportunity
to achieve age-expected targets in key areas, except
where specific learning special needs preclude
this.
More able children must be given the opportunity
to go beyond age-expectations.
Progress towards these targets should be assessed
through a range of normal, interactive classroom
activities rather than through tests and formal
assessments. |
