Target setting to target getting

1. Target setting to target getting

2. Intended Learning Outcomes • A shared understanding of the target setting process • Introduce target ‘trajectories’ to replace target stickers • Re-visit the target getting process

3. Target setting • Estimate = ‘students similar to you are likely to achieve…’ (based on prior attainment) • Professional judgment = ‘your knowledge and skills in this subject suggest to me you are capable of..’ • Target = estimate + challenge • Raise expectations

4. Levels of progress • Other than in extraordinary circumstances students should not be set targets below the threshold of 3 levels of progress(expected progress). • Students who achieved an ‘a’ sublevel at KS2 (e.g. 5a) should be set targets of at least 4 levels of progress(accelerated progress).

9. The red line shows expected progress, the purple line shows accelerated progress.

10. Students plot their own progress at assessment points.

11. Target getting • Trajectory sheet in EVERY student’s book/folder – students know their targets. • Data/assessment informs lesson planning using 4Ps (Purpose, Process, Product, Plenary). • ‘Chunked’ lessons that challenge ALL students to make progress through differentiation. • Differentiated intended learning outcomes linked to NC/GCSE levels criteria. (APP)

12. Target getting • Students who consistently work at or above their targets should have targets increased. • Students who fall below their targets should experience intervention. • Students should ALWAYS be given feedback that they can turn into feedforward. • Use WWW and EBI – what went well and even better if.

13. Target getting WWW: Well done Ryan, you have answered the question by using two developed statements. This would get you a C. EBI: To get a B, try to make links between the factors and say which factor was more important.

14. Target getting Feedforward: I will try to link factors together and judge which factor was most important.