When I first entered my Year 1 class as a probationary teacher in 1991, I found a profession coming to terms with teaching England’s first national curriculum.
1991
In the school I joined, the quality of teaching that children were experiencing in all subjects was idiosyncratic and fractured – in mathematics, for example, every child was on different pages of a workbook or, in many cases, different workbooks. In my second year, as the new subject leader for mathematics, I made it my mission to bring some structure to our teaching. I wrote a scheme of work that included a progression of knowledge and skills, and teachers began to plan what mathematics children learned.
1995
I then took on the role of assessment leader at the school and, from 1995, I worked with teachers to explore the National Curriculum level descriptors. For many teachers, the notion of assessing where children were to inform their next teaching and pupils’ learning was a revelation, while others found it
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