Foundation Phase MD CONSISTENCY IN TEACHER ASSESSMENT TRAINING BOOKLET

Transcription

1 Foundation Phase MD CONSISTENCY IN TEACHER ASSESSMENT TRAINING BOOKLET - 1 -

2 This document is not presented as a model for how you should collect evidence about the writing component for your pupils. Although you will want to be able to explain why you have awarded a particular outcome to a pupil at the end of the Foundation Phase, there is no requirement for judgements to be explained in this way or supported by detailed collections of evidence on each pupil. Decisions about collecting evidence, and about its purpose and use, are matters for teachers working within an agreed school policy. The materials presented in this booklet can only represent a small part of the information and experiences that make up a teacher s knowledge of a pupil. They do not reflect the extent of the knowledge of a pupil that you will have built up over time across a range of different contexts. You will use this knowledge to make a rounded judgement about the level that best fits each pupil s performance. You will arrive at judgements by taking into account strengths and weaknesses in performance across a range of contexts and over a period of time. Opportunities will need to be provided for pupils to demonstrate attainment in all aspects of the Outcomes. Some of your pupils may need to use a range of alternative forms of communication to show what they know, what they understand and what they can do. Task setting, resources and support for pupils across all levels are important features. To enable individual pupils to achieve their potential, the match between learning outcomes and task setting is a critical factor

3 Foundation Phase Outcome 4 Children use mathematics as an integral part of classroom activities. They count, order, add and subtract numbers when solving problems involving up to 10 objects. They count on and back in steps of different sizes and from different numbers. They can read and write numbers up to 10. They use everyday language to compare and to describe positions and properties of regular shapes, and to discuss their work. They represent their work with objects or pictures. They measure and order objects using direct comparison, and order events. They are aware of the values of different coins. They recognise, use and make simple repeating patterns. They sort and classify objects, demonstrating the criterion they have used Foundation Phase Outcome 5 Children choose the appropriate operation when solving addition or subtraction problems. They use mental calculation strategies to solve number, money and measure problems. They count sets of objects reliably, and use mental recall of number facts to 10 to add or subtract larger numbers. They order numbers up to 100. They identify and use halves and quarters in practical situations. They use everyday non-standard and standard units to measure length and mass. They talk about their work using familiar mathematical language, and represent it using symbols and simple diagrams. They recognise sequences of numbers. They distinguish between straight and turning movements; recognise half turns and quarter turns and right angles in turns. When they have gathered information, they record their results in simple lists, tables, diagrams and block graphs. They sort objects and classify them using more than one criterion. Foundation Phase Outcome 6 Children organise their work and try different approaches. They use place value in numbers up to 1000 to make approximations. They develop further mental strategies for adding and subtracting numbers with at least two digits. They use mental recall of the 2, 3, 4, 5 and 10 multiplication tables in solving whole-number problems involving multiplication and division, including those giving rise to remainders. They use standard units of length, capacity, mass and time. They use decimal notation in recording money, and recognise negative numbers in the context of temperature. They talk about and explain their work. They use and interpret mathematical symbols and diagrams

4 Foundation Phase Outcome 4 Children use mathematics as an integral part of classroom activities. They count, order, add and subtract numbers when solving problems involving up to 10 objects. They count on and back in steps of different sizes and from different numbers. They can read and write numbers up to 10. They use everyday language to compare and to describe positions and properties of regular shapes, and to discuss their work. They represent their work with objects or pictures. They measure and order objects using direct comparison, and order events. They are aware of the values of different coins. They recognise, use and make simple repeating patterns. They sort and classify objects, demonstrating the criterion they have used Outline the main issues you had with grouping the work at this Outcome? What would have made it easier? - 4 -

5 Foundation Phase Outcome 5 Children choose the appropriate operation when solving addition or subtraction problems. They use mental calculation strategies to solve number, money and measure problems. They count sets of objects reliably, and use mental recall of number facts to 10 to add or subtract larger numbers. They order numbers up to 100. They identify and use halves and quarters in practical situations. They use everyday non-standard and standard units to measure length and mass. They talk about their work using familiar mathematical language, and represent it using symbols and simple diagrams. They recognise sequences of numbers. They distinguish between straight and turning movements; recognise half turns and quarter turns and right angles in turns. When they have gathered information, they record their results in simple lists, tables, diagrams and block graphs. They sort objects and classify them using more than one criterion. Outline the main issues you had with grouping the work at this Outcome? What would have made it easier? - 5 -

6 Foundation Phase Outcome 6 Children organise their work and try different approaches. They use place value in numbers up to 1000 to make approximations. They develop further mental strategies for adding and subtracting numbers with at least two digits. They use mental recall of the 2, 3, 4, 5 and 10 multiplication tables in solving whole-number problems involving multiplication and division, including those giving rise to remainders. They use standard units of length, capacity, mass and time. They use decimal notation in recording money, and recognise negative numbers in the context of temperature. They talk about and explain their work. They use and interpret mathematical symbols and diagrams. Outline the main issues you had with grouping the work at this Outcome? What would have made it easier? - 6 -

7 Look at all the selections of work that have been included in this pack and can you cut them out and group them into sets of work so that you have an: Outcome 4 set; Outcome 5 set & finally an Outcome 6 set In the commentary boxes provided with the Outcomes can you outline what were the issues you encountered? - 7 -

8 - 8 - Outcome 6

9 Outcome 5-9 -

10 Outcome

11 Outcome

12 Outcome 6

13 Outcome

14 Outcome 4

15 Outcome

16 Outcome

17 Outcome

18 Outcome

19 Outcome

20 Outcome

21 Outcome 5

22 Outcome

23 Outcome

24 Outcome

25 Outcome

26 Outcome 6

27 Outcome

28 Outcome 4

29 Outcome

30 Outcome

31 Outcome 6

32 Outcome

33 Outcome

34 Outcome

35 Outcome

36 Outcome

37 Outcome

38 Outcome

39 Outcome

40 - 40 -