Tracking significant achievement in primary mathematics

This text is one in a series which seeks to explain the idea of significant achievement, and explores the implications for the planning, assessment and record-keeping cycle throughout the primary school. It aims to put significant achievement, and how to foster it, within a subject context, and tells teachers how to start tracking significant achievement in their own classrooms.

It provides examples and advice for defining and recognizing what constitutes achievement for each child, and guidance on how to use such "milestones" formatively, as a basis for teaching. It also highlights what constitutes "progression", in terms which link with but go beyond the National Curriculum - including physical and social skills, attitude development, "concept clicking" and process skills.

Show health and safety information

Please be aware that resources have been published on the website in the form that they were originally supplied. This means that procedures reflect general practice and standards applicable at the time resources were produced and cannot be assumed to be acceptable today. Website users are fully responsible for ensuring that any activity, including practical work, which they carry out is in accordance with current regulations related to health and safety and that an appropriate risk assessment has been carried out.

Author(s)Shirley Clarke, Sue Atkinson
Age5-7, 7-11
Published by

Shelf referenceA 372.71 CLA
Direct URL

This is a physical resource. Come and visit the National STEM Learning Centre library to see it.

Find out more about the Centre