The pupil should be in a class which you teach yourself, and one for which there will be plenty of data already in existence. There should be the prospect of their class (or year group) doing some sort of assessment task which will be marked in good time for you to analyse the results. This can be as “small” as an end of unit test set by you or someone else, or some extended task. Start to collect records on his/her performance to date – mostly in Mathematics, but also in other exercises (CATs, NFER, used in the school). Consider how you will obtain qualitative information. This might be by one-to-one interviewing (structured or not),or by giving a questionnaire to the whole class. Throughout make sure that the people and information involved are treated ethically. Students will not be identified in any way. Your writing: You are aiming to write about 2500 words (word processed). This excludes the items in your appendices, such as: Examples of the student’s work (probably not the original, limited in amount and always selected to make a specific point); & #167;“Spreadsheet” format class or year lists with your student’s data highlighted, to augment what you have written in the body about comparisons & #167; Referred sample report written abt the pupil & #167; The questionnaire or interview schedule used & #167; The text for the assessment task which you discuss Note: Don’t identify your student or any others. Uuse of obliterating marker/ “Tippex” or the total removal of a list of names. You should use headings for the sections of your writing. These are: 1. My student/pupil and why I chose him/her. E.g. “Ben (not his real name) is a pupil in the top set Year 7 class that I have been teaching at .. school (not its real name). I noticed him in the first lesson I observed being taught by …, because …” Give some background information about the student, but be careful that it is relevant, and does not betray stereotypes or make judgements about lifestyle. You could quote from reports that have been written on him/her. (200 words) 2. Quantitative data available for my student. Lay out grades that have been recorded at and since transfer into the school. What is available will depend both on the year group and the school’s practices. Write about the meaning of the grades (including NC Levels) in terms of the comparison of your student’s with the norm, and how they were obtained. Where your school uses data predicatively according to its own or a standard model, you should explain the procedure briefly but informatively. You should show that you know some of the “theory” of assessment, by use of terminology for the different purposes and description of the beneficiaries of the various assessment processes. (500 words) 3. My student’s views on Mathematics. Explain briefly the process used (referring to the appendix). Amongst the areas could be memories of primary school, perceptions of utility and enjoyment, self assessment of achievements, topics and ways of working that are preferred, overall ideas of what Maths is. (You will need to make your questions accessible). Do not simple write out your student’s responses. Compile them into a coherent account that also covers your respond to his/her views. (500 words) 4. My student’s recent performance in Maths. Write how s/he has participated in some lessons you have either taught or observed, what is said about him/her by teacher(s), and the quality of written work. Refer to particular pieces of work in an appendix. (300 words) 5. My student’s performance in the focus assessment task. Explain carefully the context and purpose of the task. Refer to what is supplied in appendix. The form that your analysis takes will then depend on the nature of the task. It could be statistical with graphs and summary statistics, to compare student/pupil’s performance, or it could be more descriptive in terms of what was done well or poorly. End section by considering what extra you learnt about him/her through the exercise. You should be aiming to demonstrate knowledge about assessment policy and practice. (400 – 800 depending on statistics and representations are data used) 6. My student’s individual needs in Mathematics. Return to the reason you chose him/her, write about how his/her particular characteristics affected the performance in Maths. You should refer to some reading you have done which seems to relate to the needs of your student. There should be appropriate use of text from the literature, and you should say whether what you have observed matches the “theory”. (250-350 words) 7. A Mathematical “prescription” for my student. State the advice you would give to teachers of your student in order that the needs be met. Aim for three different points in terms of ways of working, resources to be used, support from adult helpers, advice to parents, targets to be set, etc. (300 words)