In my GPP school, there is a real impetus in terms of creating a paperless environment wherever possible. Obviously, children still have workbooks and will work from worksheets that will be stuck into them, but the teachers are working hard to counterbalance this with their own efforts to be paperless.
Firstly, the teachers share planning across each classroom in the three-form entry school on Microsoft Word, using a grid system. They work together to input the subject they are responsible for into the shared grid, and then they all work from a master copy which is attached to an email so that it can be viewed at home on their school-issued iPad. Secondly, the school showed pupil progress by subscribing to a system called “Learning Ladders”, which the separate Infants School also subscribed to. Each subject for each year was broken down into every conceivable target (eg: for Maths, “I know my number bonds to 10” or for English “I can identify an adjective”) and each child in each class in each year would be ticked off when they could achieve that target. The learning ladders were useful because they could generate data for teachers to show which children are below, meeting and exceeding expectations. When talking to my mentor about paperless systems, she said that it took some getting used to, but ultimately it made sense for A) saving the planet, and B) efficiency – automatically generated data saves them a lot of time.
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