Seend Parents Evening Feb 2010

NEW SoL linked to APP example based on Humans ( KS 2)

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March 23rd 2010

Centre Parcs Conference on APP and inspirational Science

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Photographic Course at Urchfont May 15th 2010 run by Tom

KS 1 moderation

science spells

directed thinking strategies

KS 1 training ppt

questioning grid

questioning techniques

S&L and learning

S&L and resources

Emotional Literacy

Wootton Bassett Evening Lecture

DON'T MISS:  assessment protocols and guidance document

Explore the resource links. There are plenty of downloadable documents including extracts fro the updates Wilts Science Scheme of Work

Tom is the Advisory Team Leader (science, assessment & learning) for Wiltshire Council. His first priority is to support Wiltshire schools but he is let out occasionally to support schools across the  UK  and in other parts of the world.  

Science

This years focus will be:

• updating all science planning (Schemes of Learning) so it integrates aspects of the Rose report
• update the SoL so it integrates fully Assessing Pupils Progress, making planning and assessment of science seamless! Contact Tom to make a booking to have your planning reviewed
•  helping teachers track pupils learning in science, particularly Sc1.
• focusing on moderation of Sc 1 and help colleagues make judgements about the levels of attainment that is demonstrated by pupils work.

Science Sampling and Teacher Assessment to Replace SATs.

The Department for Children, Schools and Families (DCSF) will make information about national sampling of science for key stage 2 schools in 2010 available to schools by December 11th 2009.

QCDA will notify schools selected for the science sampling test and issue further guidance on arrangements in February 2010, and guidance on how to administer the test shortly afterwards.

The DCSF will report the results at national level close to the beginning of the autumn term - that is to say, the overall proportion of pupils in England who attained level 4 or above. 

If your school has been selected to be in the sample, you will be sent detailed information about administration by the QCDA in February 2010. Your LA will receive the same information

• What is a sample test?
  Instead of requiring all Year 6 pupils working at or above level 3 to take a National Curriculum test in science, the proportion of pupils reaching the expected level in science will be monitored through a sample. A nationally-representative group of schools will be selected and will administer the sample test to all of their eligible Year 6 pupils. The sample test will be externally marked. The results will be published at a national level. Published results will not be linked to individual schools.
• How will the results be used?
  The representative sample has been designed to identify year-on-year changes in science attainment at the end of Key Stage 2 at a national level. Because sampling is being introduced to monitor national standards in science, the DCSF will report the results at national level only — that is to say, the overall proportion of pupils who attained level 4 or above. The DCSF will not publish results of the sample test at LA or school level.

Key Questions

·         Which skills can your class apply with relative fluency?

·         Which skills do you class need to get better at?

·         Out of all the skills listed by you as a development need which TWO will you choose to develop in the next topic?

·         Think of a pupil that may be demonstrating ‘level 3ness’ in science (skills). Are the skills you have listed the same as other colleagues in your school will come up with (moderation)?

·         How do you manage the moderation of science (skills) in your school?

Key Messages

·         When sharing a learning objective with the pupils it must be a skill

·         Be aware of the differentiated success criteria that is associated with that skill and choose an activity that helps the pupils make progress (demonstrate) that skill

·         Become familiar with the skills that are now going to make up the updated scheme of learning for science (APP linked)

·         Practice teaching these skills

·         When assessing the pupils development of these skills choose only one skills focus per lesson (learning session)

Assessment & Learning

   KEY MESSAGE for assessment for 2009 - 2010 

• Promote the use of moderated and standardised teacher assessments, supported by tests to back up judgements where appropriate.
• Know what you want the pupils to learn and have a system in place which allows you to track pupils progress formatively, using tests to moderate your judgements.

Checklist for assessment

Spring terms checklist

·   RAISEonline and FFT Live available (validated data)

·   KS1 tasks and tests arrive

·   Applications for Access Arrangements – deadline for early opening and additional time is 5 pm on 2 March 2009.  See page 54 of the KS2 ARA

·   Schools receive materials for KS2 test administration

 Summer Term check list: 

·   The Early Years Foundation Stage Profile (EYFSP)

·   ‘Continuing the Learning Journey’ (EYFSP ð Year 1)

·   Finalise end of KS1 TA

·   Confirm end of year level judgements, backed up by Optional Tests as appropriate

·   KS2 Tests – 11 – 15 May 2009

·   Review of external marking

·   Finalise end of KS2 TA

·   Enter EYFSP, KS1 and KS2 data into MIS and submit to LA/QCA including P scale data for KS1 and KS2

·   Question level analysis of NC tests

(Yr 2,3,4,5, and 6) using RAISEonline

·   Update individual pupil records

·   Review pupils’ progress

·   Annual report to parents

·   Common Transfer File (CTF) updated for those pupils moving from one school to another

·   In school review of assessment policy and practice which should lead to: identifying priorities for school development plan (SDP)

·   Transition meetings for all staff

 Autumn terms checklist 

·   Review of marking outcomes for KS2 tests

·   Check results prior to validation

·   Application for removal of recently arrived pupils with EAL

·   RAISEonline and FFT Live available (unvalidated data)

·   Statutory and LA target setting-LA/school/GB (quantitative)

·   Head Teacher (HT) receives username and password for NAA Test Forms website

·   HT receives test order pin number (4 digits)

·   HT creates school user accounts for Test Forms website

·   Order test papers including modified papers

·   Updating Section 3 (Standards and Achievement) of the School Evaluation Form (SEF)

·   Receive KS1 and KS2 Assessment and Reporting Arrangements (ARA) booklets for current academic year, dispose of previous year’s copy

 On-going

 ·   Assessment for Learning

·   Appropriate use of KS1 task/test material

·   Tracking children’s progress, e.g. using Assessing Pupil Progress (APP) materials

·   Monitoring and evaluation of assessment procedures

·   Monitoring and evaluation of assessment practices – influencing classroom practice

·   Supporting development of curricular/teaching targets/individual pupil targets informing school targets

·   Developing consistency of assessment judgements – whole school/cross school and cross-phase standardisation and moderation using, for example:

-          Continuing the Learning Journey

-          QCA ‘Building a picture of what children can do…’ materials

-          NC Action website materials

-          APP Materials

·   Dialogue with parents/governors and the wider community

Statutory Assessment 2009

KEY MESSAGES 

• Continue to develop assessment for learning practice that impacts positively on your pupils learning; think about your present practice and how consistent it is across your school.
  • What are the gaps between where you are now in terms of assessment and learning and where you aspire to be?
  • What actions are you taking to bridge the gap(s)
  • What evidence of successful leaning are you considering to help you judge how effective your assessment and leaning strategies are?
• Build up the capacity of our pupils to be resilient that they can demonstrate across a range of learning situations
• Promote the use of moderated and standardised teacher assessments, supported by tests to back up judgements where appropriate.

 What is OFSTED looking for? 

·         Acquire knowledge develop understanding  and practice skills exceptionally well

·         Resilience

·         Keenness and commitment

·         Enjoyment

·         Motivation & inspiration

 Inspectors will  evaluate:

• how well teaching promotes learning, progress and enjoyment for all pupils

• how well assessment is used to meet the needs of all pupils.

Inspectors will consider your monitoring information as well as their own observations.

The focus will be on:

·         teachers and other adults have high expectations of all pupils and

·         ensure that effective support is given to accelerate the progress of any pupil who is falling behind their peers

·         the range of teaching styles and activities sustains pupils’ concentration, motivation and application

·         subject knowledge is used to inspire pupils and build their understanding

·         time is used effectively

·         appropriate use of new technology maximises learning

·         resources, including other adults, contribute to the quality of learning

·         lesson planning is linked to a current assessment of pupils’ prior learning and is differentiated, so that it consolidates, builds upon and extends learning for all pupils

·         teachers and adults ensure that pupils know how well they are doing and are provided with clear detailed steps for improvement

·         effective questioning is used to gauge pupils’ understanding and reshape explanations and tasks where this is needed

·         teachers and adults assess pupils’ progress accurately and are alert to pupils’ lack of understanding during the lesson so that they can move swiftly to put it right.

·         The judgements about the quality of teaching and the use of assessment to support learning are made by using the same grade descriptors.

Our aspirations need to be………………………….. so ………………………. 

·         good to outstanding teaching so  the pupils are make exceptional progress.

·         inspiring pupils so they learn extremely well.

·         Excellent subject knowledge so pupils are challenged and inspired.

·         Precisely targeted support provided by other adults so …………

·         Teachers and other adults are acutely aware of their pupils’ capabilities so ………

·         Teachers and other adults are aware of pupils prior learning and understanding so  plan very effectively to build on these.

·         Resources, including new technology, make a marked contribution to the quality of learning

·         Marking and dialogue between teachers, other adults and pupils are consistently of a very high quality so ……..

·         Pupils understand in detail how to improve their work and are consistently helped to do this so ……………

·         Teachers systematically and effectively check pupils’ understanding throughout lessons so ……………..

·         Teachers anticipate where they may need to intervene (and when not to!) so ………

Where is your evidence of the so………?

Autumn terms checklist

 ·    Review of marking outcomes for KS2 tests

·    Check results prior to validation

·    Application for removal of recently arrived pupils with EAL

·    RAISEonline and FFT Live available (unvalidated data)

·    Statutory and LA target setting-LA/school/GB (quantitative)

·    Head Teacher (HT) receives username and password for NCA  website

·    Order test papers including modified papers

·    Updating Section 3 (Standards and Achievement) of the School Evaluation Form (SEF)

·    Receive KS1 and KS2 Assessment and Reporting Arrangements (ARA) booklets for current academic year, dispose of previous year’s copy

On-going

     Assessment for Learning

·    Appropriate use of KS1 task/test material

·    Tracking children’s progress, e.g. using Assessing Pupil Progress (APP) materials

·    Monitoring and evaluation of assessment procedures

·    Monitoring and evaluation of assessment practices – influencing classroom practice

·    Supporting development of curricular/teaching targets/individual pupil targets ðinforming school targets

·    Developing consistency of assessment judgements – whole school/cross school and cross-phase standardisation and moderation using, for example:

-          Continuing the Learning Journey

-          QCA ‘Building a picture of what children can do…’ materials

-          NC Action website materials

-          APP Materials

·    Dialogue with parents/governors and the wider community

 Updates on APP

The new KS1 standards files (Working towards Level 1 to Level 3) are now online. At present they are located on the National strategy site – see link below http://nationalstrategies.standards.dcsf.gov.uk/search/primary/results/nav:45920

The KS1 files are best viewed online as they include video clips, audio clips and photographs.