Identifying Curricular Targets

Setting targets is one thing: achieving them is quite another. To achieve the improvements, you will need to identify curricular targets which will drive the improvement for your identified classes. The examples of action plans show what some teachers have identified for improvement (see Examples of action plans). Information gathered from the data about your pupils and your teacher assessment will help you to identify the gaps in your pupils' knowledge, skills and understanding, which will then identify curricular targets.

For Key Stage 3 classes:

• Identify the QCA assessment focuses (AFs) that need most attention. 
  
• Use the Key Stage 3 Framework objectives to identify layered curricular targets for the relevant year group to bring improvement.
  
• Unpick these targets further to address the needs of groups and individuals in the identified class. The examples in the Key Stage 3 speaking and listening improvement matrix and the Progression chart provide guidance and suggestions of ways to address the needs of groups and individuals.
  
• Review progress against the curricular targets regularly.

For Key Stage 4 classes employ a similar approach, referring in the first instance to the Progression chart for speaking and listening 11-16 and then using the GCSE assessment objectives and mark schemes as the basis for curricular targets.