... give teachers discretion to find the best ways to inspire in their pupils a joy and commitment to learning that will last a lifetime         20-Oct-2009

 

 

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Assessment INSET

Assessment docs

learning to learn

Science INSET

Science  documents

Links

ICT & Science course

Road Safety May 2008

 

 

Emotional Literacy

Wootton Bassett Evening Lecture

 

 

DON'T MISS:  assessment protocols and guidance document

 

Autumn term assessment checklist

 

End to Science KS2 SATS

New November 2009: Updated Scheme of learning for science, links to APP. Skills based teaching and assessment

Click for example (KS 2 humans)

contact Tom for the whole package

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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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                      

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  (Wiltshire) 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)

Autumn 2009 update

  • Assessing Pupils Progress materials will be published in January 2010
  • Tom has already adapted the Scheme of learning for Science to take account of these changes; this document is available now and if schools want the update contact Tom to arrange a visit. Please book well in advance as Tom’s diary gets busy!
  • A number of courses are planned to help support teachers (and pupils) make progress in science skills:

 Course: 23rd March 2010 Science Conference Tom Robson & Rosemary Feasey ( Centre Parcs, Longleat, book early to secure a place) 

The focus for this conference will be APP (Assessing Pupil Performance) in primary science which is to be launched in January 2010. 

It will impact on those school intending to use APP to assess science, introducing new Assessment Focus strands which will make demands on teachers to increase children's access to scientists and their theories, modelling science, risk assessment, collaboration and communication as well as collecting and analysing evidence. 

The aims of the conference will be to introduce teachers to APP in science, consider the implications and suggest approaches to teaching and learning as well as managing and collecting evidence for APP.  As always the conference will a mix of up to date issues in science and great ideas and fun activities

 Rosemary Feasey is a leading expert in primary science.  She is currently a freelance consultant working with a range of schools across the UK and working overseas.  Rosemary was the first person from a primary science background to become Chair of the Association for Science Education (ASE) in its 100 year history.  She is passionate about primary science has always been proactive in primary science and worked to change the nature of primary science and develop the quality of science education.   

Rosemary also works across the UK schools, local authorities providing bespoke inset and key note speeches for conferences, she also works across the National Science Learning Centre Network, running a range of courses and bespoke continuing professional development.  She has written a range of publications including GINN Star Science, which is the UK's best selling primary science scheme, Creative Science Achieving the WOW Factor with 5-11 Year Olds  Primary Science For Teaching Assistants and Jumpstart Science.  Most recently Rosemary worked on a series of children's animated programmes Just So Darwin for the BBC.

 Book Tom up if you want APP and science input over the next year.

Tom will be putting on a series of courses for schools on:

  • Assessing pupils in science skills
  • Using the Wilts new scheme of learning
  • Science spells- how to make magic happen in your classroom using science spells (skills)

Science Sampling and Teacher Assessment to Replace SATs.

From 2010, national standards in science at key stage 2 will be measured through the introduction of a new statutory sampling arrangement. The results of the new sampling arrangement will not be reported at school level. QCDA have confirmed that the science tasks will be done in selected schools on the Friday of SATs week. QCDA will contact eh selected schools directly.

The tests will be modified slightly this year to take into consideration the changes to a more skill based curriculum and in successive years more aspects of the skills based science curriculum will be tested.

Rather than carrying out heavy revision session ensure the pupils have developed competency in the science skills in a number of different contexts.

You will be expected to make a teacher assessment judgement at the end of the year based on the progress make in science skills. If you are not teaching the skills you will not be able to make this judgement! Tom will send out more information about summative assessment procedures for year 6 as he becomes aware of them.

Key Messages about science assessment

  • No whole national testing – TA only reported
  • sampling used to measure national standards not used for school or LA accountability - not published at school or LA level - not about individuals or schools but getting a national picture
  • schools selected will be required to take part - the 14th May has been put aside for this and schools are aware of the possibility of using this date for the test.
  • a small proportion of schools will take the test - size of sample has yet to be confirmed and school selection has not yet taken place.  Schools and LA will be informed at the end of next term
  • Whole Yr 6 cohort will be used in a school. Access arrangements have yet to be confirmed but it is likely that this will be the same as for En and Ma
  • Monitoring of administration in line with normal 10% sample of KS2 cohort
  • Test content will remain the same as in previous years although they are looking differences with APP criteria and the test will gradually evolve to incorporate this.
  • Rose review curricula changes will also be incorporated when appropriate.

End to KS2 SATS

With the proposed end to Science SATs from 2010 children will surely experience a more balanced science curriculum where Sc1 and the teaching of skills should be an integral part of all lessons. The ASE welcomes the change:

Overwhelming evidence gathered over the past decade shows that end-of-KS 2 testing has restricted the curriculum and methods of teaching science not only in Year 6, but also in the earlier years of primary school. This has undoubtedly diminished students' interest in pursuing scientific activities.

 How will science look in the new primary curriculum?

Although it all seems to have gone quiet on the New Primary Curriculum front it is good to know that science rightly remains a key area of the curriculum.

Science still remains an important part of the curriculum and the skills taught and developed within this subject can be applied across the curriculum.  Tom has taken all the revised science skills (APP/National Curriculum) and used them to produce a new scheme of learning for science. The skills are listed on (see appendix) the left side of the sheet and then each skill is differentiated into progressive success criteria. Following this skills planning page is a series of activities that teachers can use (or not!) to help pupils make progress in the selected skill.

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 Resources Available

Updated SoL (sample available on Tom’s web site (google Tom Robson)

Interactive learning objectives/success criteria for science skills

Moderation support: strategy and activities

 

 

For more information contact:

Tom Robson

Adviser Team Leader

Science, Assessment & Learning

 t-robson@btconnect.com

PDC, Bowerhill, Melksham, SN12 6TT

01225 793349

 

          Assessment & Learning
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 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

 

The  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.

 

 

 

 

 

 

 

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This site was last updated 10/20/09