2. Four basic things to help improve progress
• Have a clear and useful seating plan
• Print off your transition matrix and annotate it
• Print of the students in order of levels of progress
• Identify your students who you need to secure or improve and
annotate how to do this on either your seating plan or your matrix
3. Core Grd D1 Core Grd C2 Core Grd D1 Core Grd B3 Core Grd E1 Core Grd C1
Core Mark 226 Core Mark 253 Core Mark 231 Core Mark 281 Core Mark 189 Core Mark 273
Target B Target B Target B Target B/A Target B Target C/B
SEN 4b SEN 4b SEN 4b SEN 4a SEN 4b SEN 4c
Core Grd C3 Core Grd C1 Core Grd D3
Core Mark 241 Core Mark 272 Core Mark 204
Target C/B Target B Target C/D
SEN 4c SEN 4b SEN 3b
Core Grd D2 Core Grd C1 Core Grd D3 Core Grd C2 Core Grd D2 Core Grd B3
Core Mark 223 Core Mark 274 Core Mark 203 Core Mark 264 Core Mark 217 Core Mark 288
Target C/B Target C/B Target B Target C/B Target B Target B/A
SEN 4c SEN 4c SEN 4b SEN 4c SEN 4b SEN 4a
Core Grd D2 Core Grd D3 Core Grd B1
Core Mark 224 Core Mark 204 Core Mark 307
Target C/D Target D/C Target B/A
SEN 3b SEN 3c SEN 4a
Seating Plan for Class 11V5 Maths Mr Parkes
2 12
11
3
116
1
3
2
14
4
3 4 3
3 3
4
3
18
3
2
9
2
7
6
8
3
10
4
17
32
2
13
515
5. Thing to do with target students
• Get to know how they tick and what interests them
• Develop an in-depth understanding of their approach to assessments
• Spend 1 minute with them every lesson
• Ensure they tell you in lessons exactly what they are doing/about to
do
• Mark their books first
Make sure they know you have their best interest at heart