Developing the learning environment – Maths

In this article maths Progress Leader Sam Down (@SDown4) describes how he has been developing the displays in his classroom to support student progress and learning.

Following on from our recent student led 15 minute forum on ‘The Learning Environment’ with @SHolt12 and myself, we decided in Maths to take a look at our classroom displays with the goal of making them more progress and learning driven.

On each board we have a ‘Track Your Progress’ section (as seen below). This has each class live data, meaning students can continue to track their own progress over the year/ key stage after each assessment they complete.

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The remaining part of each board is dedicated to brilliant work completed by the students. The board is divided up into seven section each with an arrow heading, starting at a Level 3 to 4/Grade G to F going right up to Grade A to A* (as shown below).

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Under each heading are examples of students work completed either in class or for homework; each piece of work relates to the level/grade arrow above. This work is then annotated on post-it notes by the class teacher with two formative comments. The first comment explains why they have achieved a certain level/grade; the second comment states what they need to do to improve to the next level/grade.

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Students have already shown a lot of interest in the boards. I am currently completing an independent task with a year 8 class and this progress board has given them a visual tool to see how to progress. They are able to look at examples of students work, being able to see clearly why they achieved a certain level and what they could do to improve.

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  • Questioning – Provides a great visual stimuli for questioning e.g. ‘Why is that piece of work so good?’
  • Feedback – Gives students clear feedback about how to improve their work.
  • Independence – Students can learn from the work of others and use this to develop their own work.
  • Challenge – seeing exemplary pieces of work at each level raises aspirations.
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