Rachel Rayner is a Mathematics Adviser at HfL and is one of the KS1 Number Sense and Fluency project leads in Hertfordshire and Cambridgeshire. The project aims to support teachers to develop pupils’ retention of facts and how we can help them use learned facts flexibly. The project has been hugely successful and findings have been presented at conferences and journals. In this blog, Rachel turns her attention to what the greater depth judgement actually means and what kinds of opportunities can be used to foster it.
I’ve spent a lot of time in schools recently considering with teachers whether they have pupils working at greater depth in Year 2 but also what that might look like in Year 1. Part of this work has, understandably been with schools who are fully expecting to be moderated this year and would like their books to reflect evidence for pupils they suspect could achieve the greater depth tag. Why so nervous? Well the landscape for maths has shifted in terms of expectation, whereas before L3 might be judged by acceleration into new coverage, speed and accuracy which seem easier to tick off, now ‘Greater Depth’ seems a little hazier, perhaps just out of reach. Indeed the language of judgement gives us the weightiest indicator with the change from high attainer to working at greater depth. In terms of scaled score versus Interim Teacher Assessment Framework (ITAF), there seems a difference in expectation too. This has left schools feeling uncertain about their own judgements. I have plenty of sympathy for schools and the greatest respect for the teachers who are questioning their judgements and recognising the shift. Continue reading “Greater Depth at KS1 is Elementary My Dear Teacher”