Implementing APP in mathematics in a Brighton and Hove secondary school
- Feb 2010
- Assessing Pupils' Progress
- Implementing the APP approach in mathematics
- School name:
- Varndean School
This case study evaluates how a school implemented the Assessing Pupils' Progress (APP) approach in mathematics. You can find details of how the mathematics team planned their approach, teachers' reflections on how a given process went, the impact of any changes and next steps for maintaining and improving their processes.
- Varndean School is a larger than average school in Brighton and Hove catering for around 1300 pupils aged 11 to 16.
- It has a smaller than average but increasing proportion of students from minority ethnic groups.
- There is a larger than average proportion of students with learning difficulties and/or disabilities, mainly associated with behavioural, social and emotional issues.
- It gained specialist status for technology in 1998, for music in 2006 and for applied learning in 2007.
- The mathematics team of seven specialist mathematics teachers includes an Advanced Skills Teacher and a teacher who is a lead professional in Brighton and Hove.
This case study looks at how a secondary team planned their approach within Assessing Pupils' Progress (APP) in mathematics. This includes the starting points for planning and how the school generated support for their APP project.
This case study looks at how a secondary mathematics team reflected on their experiences within Assessing Pupils' Progress (APP) in mathematics. This includes the impact on teaching and learning, and changes to classroom behaviour.
This case study looks at how a secondary team organised assessments within Assessing Pupils' Progress (APP) in mathematics. This includes their assessment approaches and recent progress in addressing periodic APP.
This case study looks at the next steps of a secondary team within Assessing Pupils' Progress (APP) in mathematics. This includes their future plans for the APP process.