CORE FOUR

EXCELLENT ENGLISH NETWORK MEETING

JOHN COLLIER CARLY WRIGHT

MISSION OVERVIEW• Catch Up

• Session 1: Perfect Assessment for Learning• Coffee

• Session 2: Assessment Without Levels • Next Steps

welcome

• Feedback from Launch Day• Shared Resources

Catch up

Catch up

LATEST NEWS

assessment summary

The new attainment targets are very general. They state –“…by the end of each key stage, pupils are expected

to know, apply and understand the matters, skills and processes specified in the relevant

programme of study.”

Assessmentconsiderations

Schools will need to decide –• What evidence they need to collect so that they can

track progress• How often they want to assess children and how the

assessments will be used to identify strengths and weaknesses so that children can be appropriately stretched or supported

PERFECT ASSESSMENT FOR LEARNING

Session one

L.O.

GAS VERSUS SAT

WE make the difference.

WE make the difference.

Classrooms have FOUR times more

influence on pupils than

anything else that happens at whole

school level.

The most independent

learners are in Foundation

Stage.

There is no “one size fits all”

for progress.

Too much teaching leaves

too little time for learning.

Piecing It Together

“PRAISE FOR PROGRESS NOT PERFECTION!”

Basic requirements for progress-• Learning Objectives• Learning Outcomes• Success Criteria

Sharing Success Criteria

“Progress is accelerated when pupils are clear about the success criteria for the intended outcomes and they are able

to judge the quality of their work and how to improve it.”

WASOLL

Uplevelling

MUST/COULD/SHOULD• Sets out clearly differentiated minimum expectations for ability groups• Makes pupils “level aware”• Ideal for SATs practice or to prepare pupils for Summative Assessment

A Picture of Progress

James Dyson

What is the best evidence of

The ENGAGED Child

HAROLD WHITTLES

Awe and Wonder

If I borrow a million pounds

am I a millionaire?

Could a fly cause an

aeroplane to crash?

Do dogs believe in God?

When you comb your hair

is it art?

ENGAGING

PUPILS

EMOTIONALLY

RHYTHM/

RHYME

NOVELTY/

SURPRISE

MUSIC

HUMOUR

MYSTERY

LOVE

STORIES

PASSION

Emotional connections = Deep learning

“Events that have a large emotional content may be learned very effectively.”

“Your emotional brain is centrally involved in the vast majority of things you learn.”

Self Sabotaging What 4 things do teachers do

to sabotage their own lessons?

SELF SABOTAGEWe asked 100 Ofsted inspectors for four things that

do teachers do to sabotage their own lessons.

Over talking1

Playing safe2

Over thinking3

Over planning4

X

X

X

X

X

X

DESIGNING OUTSTANDING LESSONS

If you lost your voice how would you teach an

outstanding lesson?

Most common finding

FEEDBACK

“To raise standards give them dollop after dollop of effective

feedback.

In order to do this you must have ‘assessment literate’ pupils.”

WRITTEN FEEDBACK

• Pupils don’t read it.

• Pupils don’t understand it.

• Pupils read it and understand it but don’t do anything about it.

EFFECTIVE FEEDBACK

CREAM

ome to a stop

ead what you have produced so far

valuate your work against the S/C

sk yourself “Is this my best work?”

ake one small change before carrying on

PEER ASSESSMENT

STARS AND A WISH

• Can be used for peer/self assessment

• Number of stars depends on age/ability

• Use across all subject areas• Leave space for teacher comment• Makes explicit to every child their

capacity to improve

Catch My Comments

Spend time talking to each child and ask them to write down what they

think you are saying.

Collective Round Table

ENSURING INVOLVEMENT OF ALL PUPILS

Talking Chips

ENSURING INVOLVEMENT OF ALL PUPILS

Spider Webs

ENSURING INVOLVEMENT OF ALL PUPILS

ENABLING ENVIRONMENTS

“The fabric of your classroom walls should demonstrate progress.”

WORKING WALLS

ENABLING ENVIRONMENTS

Promoting Independence

SNOT

I GGLEG

R

I

N

ELEVANT

NTERESTING

AUGHTY

MEASURING PROGRESS

Instead of saying

“SHOW ME VISIBLE PROGRESS”

turn it into a different statement

“SHOW ME WHERE THERE ISN’T VISIBLE PROGRESS”

www.clairegadsby.com

ASSESSMENT WITHOUT LEVELS

Session TWO

The DfE have said

• Levels will be removed and not replaced because

• Parents don’t understand them

• Teachers worry about levels not what children can do

• Schools should have more freedom to decide

• Assessment should check what pupils have learned and make sure they are on track to meet expectations.

• Schools must report regularly to parents

Assessment headlines

NONE of this is happening.

Here are some ideas that the government suggested:Decile ranking of students

Writing judged on SPaGAll schools under 85 per cent L4s below the floor

NAHT documentHere are the highlights of the announcement:

• Current balance of teacher assessment and testing will remain.

• Writing will continue to be teacher assessed for KS2 SATs.

• The spelling, punctuation and grammar test will NOT count towards the floor standard; the writing assessment will.

• KS1 will be externally set, internally marked and then moderated.

www.naht.org.uk/welcome/news-and-media/key-topics/assessment/profession-takes-lead-on-assessment-after-the-end-of-levels/

Assessment headlines

Assessment headlines

Dfe documentNew assessments will reflect the more challenging national curriculum. Specifically we will:

• • introduce more challenging tests that will report a precise scaled score at the end of the key stages rather than a level;

• • make detailed performance descriptors available to inform teacher assessment at the end of key stage 1 and key stage 2. These will be directly linked to the content of the new curriculum;

• • improve the moderation regime to ensure that teacher assessments are more consistent.

www.gov.uk/government/consultations/new-national-curriculum-primary-assessment-and-accountability

Dfe documentOur accountability system will reflect the raised expectations of primary schools and recognise the excellent work they do. We will:

• • set a challenging aspiration that 85% of children should achieve the new expected standard by the end of primary school. Over time we expect more and more schools to achieve this standard;

• • introduce a new floor standard, which will be based on the progress made by pupils from reception to the end of primary school. This will be underpinned by a new assessment in reception that will capture the school’s starting point from which progress will be measured. A school will fall below the floor only if pupils make poor progress and fewer than 85% of them achieve the new expected standard;

• • require schools to publish information on their websites so that parents can understand both the progress pupils make and the standards they achieve.

www.gov.uk/government/consultations/new-national-curriculum-primary-assessment-and-accountability

Hot off the press!

www.gov.uk/government/collections/national-curriculum-assessments-test-frameworks

National currilculum tests“performance descriptor”

6.7 Performance descriptor

• This performance descriptor describes the typical characteristics of children whose performance in the key stage 2 tests is at the threshold of the expected standard. Children who achieve the expected standard in the tests have demonstrated sufficient knowledge to be well placed to succeed in the next phase of their education having studied the full key stage 2 programme of study in English. This performance descriptor will be used by teachers to set the standards on the new tests following their first administration in May 2016. It is not intended to be used to support teacher assessment since it only reflects the elements of the programme

National currilculum tests“level of demand”

“Challenging”

“Moderate”

“Accessible”

“Very easy”

timetable for tests

Spelling resources

www.topical-resources.co.uk

Spag – online resources

www.oxfordowl.co.uk/for-home/reading-site/expert-help/grammar-punctuation-and-spelling-made-easy

www.topmarks.co.uk/Interactive.aspx?cat=46

www.teachitprimary.co.uk/spagtips

www.abcya.com

testbase