Building a Picture of what children can do at the end of Key Stage

Transcription

1 Building a Picture of what children can do at the end of Key Stage

2 Aims of today: To outline the statutory requirements of assessment in To summarise Gloucestershire s assessment procedures for To support colleagues in Building a Picture with accurate, evidence -based assessments against national standards. Mathematics Reading and writing P-levels Science P-levels

3 As a local authority Gloucestershire has responsibility to ensure that moderation of KS1 assessment is carried out in line with statutory guidance as specified in the 2014 Key Stage 1 ARA (Assessment and Reporting Arrangements) arning/assessment/keystage1 You and your school also have responsibility to ensure that end of KS1 assessment is carried out as specified in the ARA

4 The deadline for ordering tests through the NCA tools website is Friday 29 th November

5 If you haven t done so already, download this document.

6 ...and this one.

7 And this..

8 Local guidance and documentation from today can be found at... article/110593/ks1-assessment

9 ARA,6.4 Page 26 Schools must use the 2007 and/or 2009 key stage 1 national curriculum tests. There is flexibility about which year s tests can be administered. Teachers may choose to administer the 2007 test to some children in the class and 2009 tests to others. However, teachers must ensure that when administering the writing task, the longer and shorter tasks and spelling test are from the same year.

10 All pupils who are moving on to the KS2 Programmes of Study in the next school year must be assessed Tasks/tests must be administered to all children working at level 1 or above in reading, writing and mathematics Children working below level 1 P scale will be teacher assessed, with the selective optional use of reading, writing and maths tasks if at level 1 in any aspects.

11 You need to report... A level for reading and writing - (remember level 2 is subdivided into 2C, 2B or 2A) A single level for speaking and listening (2014 ARA page 23) A separate teacher assessment level for each mathematics target and An overall teacher assessment level for mathematics - (remember level 2 is subdivided into 2C, 2B or 2A) A level for each attainment target in science

12 Every year at least 25% of maintained schools are selected for a formal, on-site moderation visits within a four year rolling programme It is possible to receive a visit more often: At the head teacher s request; If a teacher is new to Year 2; If a Headteacher is new; If concerns arise within the LA; If the DfE have concerns. 2013/14 is the 4 th year of the current four year cycle.

13 Moderation is carried out by teachers with recent experience of teaching Year 2 and of moderation in their own, and with other schools, who can determine that judgements are consistent with national standards. They will provide feedback to the teacher and head teacher on the accuracy of assessments.

14 During external Moderation visits in 2013 Where practice was at its best: Teachers had a clear understanding of National Standards Professional discussion between the Moderator and Year 2 teacher was enhanced by the teacher s sound knowledge of the level at which each child was working. Where practice was less well developed: Level judgements had not been reached prior to the visit. Teacher s discussion was less well supported by a knowledge of National Standards. Best practice included: Recording in a variety of formats, including photographs. Schools where the SATs paper was only a minor part of the evidence base. Clear evidence of using and applying in mathematics and of mathematics being used in other subjects. Evidence of cross- curricular writing. A robust tracking system to monitor progress through the year A narrower range of evidence was available to support discussion between the teacher and Moderator. There was an over-reliance on the Key Stage 1 tests (particularly in mathematics) as a means of reaching a final judgement.

15 The LA was moderated too!...the moderation plan is both detailed and comprehensive in nature and fully supports accurate assessment practice across the county....the moderators are well trained and have good knowledge of national standards and effective assessment practice....the local authority provides a broad range of assessment training and moderation opportunities for all schools in the county.

16 National Standards

17 Evidence of attainment against national standards should be part of everyday classroom practice... Photographs/ class books exe Exercise books Video or voice recording if available Cross- curricular examples Tests

18 If your school is selected for a moderation visit... Your Headteacher will receive a notification letter during the last week of Term 4 Your moderator will be asked to try to contact your school before the Meet the Moderator Network meeting on 29 th April 2014, which you will need to attend. This meeting will offer teachers in schools which are selected for external moderation, an opportunity to meet their moderator prior to the formal visit and to receive full guidance on what will be expected during the external moderation visit.

19 If you are moderated... You will need to provide the Moderator with a ranked list of TA judgements by class. The moderator will select a minimum sample of 10% across the cohort or, in the case of a single class, a minimum of 3 children for reading, writing and mathematics. The Moderator will select different children for reading, writing and mathematics to maximise the number of different children s work within the sample. The sample must cover the full range of attainment levels 1 to 3 and any level 4s.

20 Arrangements for schools NOT selected for moderation Cluster assessment moderation meetings, which actively encourage the involvement of Year 3 colleagues, will be held across the County in May to support effective, accurate assessment processes. Following positive feedback from , this year they will once again be for English and mathematics combined. P-scale clinics will be held around the County in May as usual details will follow.

21 Local School Cluster Assessment Moderation Meetings If you are unable to attend Local Authority meetings, schools are requested to take part in local cluster assessment moderation meetings between schools. You will be asked to notify the Local Authority of the local moderation arrangements you have made so that information is available for moderation of the Local Authority.

22 What is it? This is a summary of what the LA believes is the current position regarding pupils in your school, based on the school s own returns. When do we get it? All schools will receive their KS Pupils List via RM SecureNet Plus from the Data and Performance Team at the beginning of Term 5. What do we do? Return the list to Data and performance team by 7th May 2014, via RM SecureNet Plus, confirming data is correct or with amendments where necessary. Any amendments must be replicated in SIMs. What s next? Subsequently, ALL schools send the electronic KS1 results file to the LA via RM SecureNet Plus

23 Reporting and Using Results Please remember All schools (whether or not they have been included in the 25% moderation sample) are required to send the teacher assessment results electronically to the local authority using RM SecureNet Plus to a community called KS1 Return to LA. Ideally, we would like these to be submitted from Monday 2nd June 2014, but no later than Wednesday 11 th June 2014 (schools who are being moderated are asked to submit their results between 9 th and 13 th June after their moderation visit has taken place.) These dates are critical in the process to enable us to provide schools with a summary of the data we are going to submit to the DfE. Schools must check the summary thoroughly and notify us of any anomalies before 22 nd July 2014.

24 Please note that:- Schools should not report test and task results. When creating the Common Transfer File for the LA return, in the data to be exported section, make sure only Student Basic Details and Assessment Data boxes are ticked.

25 It is statutory but, more importantly, assessment at the end of Key Stage 1 is part of an on-going cycle, which helps us to build a picture of Where our children are now Where they need to go next and Helps us to establish how to get them there. It is NOT an end in itself

26 22/04/2014 Pupil checklist sent to schools to confirm details of pupils that we are expecting an assessment for /04-07/05 Errors and omissions in data corrected by schools and returned to LA by uploading checksheet onto SecureNet 22/05 Checking database created to ensure we receive assessment results for all expected pupils /06-11/06 Assessments submitted by schools and pupils matched against checking database 01/07-15/07 Queries and anomalies corrected. Checklist sent to schools for final checking before submission to DfE. 4

27 KS1 ASSESSMENT Pupils: with special educational needs working towards level 1 who may need access arrangements who might not be assessed

28 SEND & Ofsted - Increased focus on the learning and progress of groups, particularly those with SEND; eligible for Pupil Premium; most able - Expected progress is the median for age and starting point - Good schools require proportion exceeding expected progress - Evidence of rigorous moderation arrangements

29 SEND & KS1 assessment Below level 1 must be assessed P-scales must be used for SEN pupils but NOT for other pupils W + NOTSEN {eg for EAL pupils} W + P scales {for pupils with SEN} NB includes pupils in Alternative Provision but on your register

30 Tasks & Tests Administered to all at Level 1 and above Access arrangements see task/test Teacher Books Some still cannot access tasks/tests teacher assessment only Headteacher s decision but should consult LA

31 Children not assessed Those remaining in KS1 for another year recently arrived in the school = A absent for long periods of time = A Disapplied from all or part of the national curriculum = D Headteacher s decision but should consult LA

32 P scale documents education.gov.uk/assessment The P-scales Using the P scales: examples of pupil performance

33 Assessing using P-scales Key points: ONLY for children at/with SA/SA+/statements NOT for Reception OR EAL children BEWARE use early in Y1 Best fit approach - consider criteria and exemplars Involve/consult SENCo P-scale moderation clinics

34 Recording & Reporting P-scales NC assessment for ALL pupils: [A,D]; W NOTSEN;W + P-scale; 1; 2c; 2b; 2a; 3; 4 in: speaking & listening; reading; writing mathematics + AT1, 2 & 3 {nb number x 3} science + AT 1, 2, 3 & 4 {nb enquiry x 3} ADDITIONALLY for pupils with SEND (W + P-scale) assessments in: speaking; listening; reading; writing mathematics; using & applying; number; shape, space and measure science {no separate ATs below level one}

35 PUPIL A National Curriculum P-levels Speaking/listening W Speaking 8 Listening 7 Reading W Reading 7 Writing W Writing 6 Mathematics W Mathematics 7 Number W Number 7 Using & applying W Using & applying 6 Shape, space etc W Shape, space etc 7 Science W Science 8 Enquiry W Life & living W Materials W Physical processes W

36 PUPIL B National Curriculum P-levels Speaking/listening 1 Speaking Listening Reading 1 Reading Writing W Writing 7 Mathematics W Mathematics 7 Number W Number 7 Using & applying W Using & applying 6 Shape, space etc 1 Shape, space etc Science 1 Science Enquiry 1 Life & living 2 Materials 1 Physical processes 1

37 PUPIL C National Curriculum P-levels Speaking/listening W Speaking Listening 7 Reading 1 Reading Writing 1 Writing Mathematics 2C Mathematics Number 2C Number Using & applying 1C Using & applying Shape, space etc 2A Shape, space etc Science W Science 8 Enquiry W Life & living 1 Materials W Physical processes W

38 PUPIL D National Curriculum P-levels Speaking/listening W Speaking Listening 7 Reading 1 Reading Writing W Writing 7 Mathematics W Mathematics 8 Number W Number 8 Using & applying W Using & applying 7 Shape, space etc 1 Shape, space etc Science 1 Science Enquiry W Life & living 2 Materials 1 Physical processes 1

39 MODERATION CLINICS Five/six around the county in May Alderman Knight; Belmont; Bettridge; The Milestone; The Shrubberies Evidence =pupil work; teacher records; teacher statements Class Teacher &/or TA welcome

40 QUESTIONS?

41 Assessing mathematics at the end of Key Stage 1 Awarding the correct level.

42 Assessment in mathematics must be made against national standards

43 You have to report... A separate teacher assessment level for each mathematics attainment target and An overall teacher assessment level for mathematics (with level 2 subdivided into 2C, 2B or 2A) (2014 ARA page 23)

44 Attainment Targets... Ma 1 Ma 2 Ma 3 Ma 4 Using and Applying Number and Algebra Shape, Space and Measure Handling Data And remember the weightings... (2014 ARA page 19)

45 Evidence of attainment in the different target areas of mathematics might... be planned for have the element of surprise be found in a context outside the mathematics lesson. be observed come from discussion in response to a question be in the written outcome of a lesson not be recorded, but remembered

46 Whatever the evidence source, a child needs to demonstrate consistently and independently, that a concept is understood. In other words we need to be convinced!

47 Making a judgement... Before making any judgement in mathematics we need to develop an understanding of nationally expected standards in mathematics. At which level am I working? quiz

48 Questions like these come from a document called Pitch and Expectation KS level 2a

49 Whatever the question, we need to look closely at the level of children s workings...

50 jottings reveal a great deal about thinking and understanding...

51 And think about the complexity of answers to questions and the way in which children tackle tasks... Give me an example of a pair of numbers with a difference of 2 and another and another. Show me an example of What is wrong with? How can you correct it? What is the same and what is different about.? Sam says he has 37p in his pocket. He tells his friends that he has less than 4 coins. Is this possible? Convince me. What Convince is the most me money that he could have in his pocket? What is the same and what is different about 327 and 459? Is this always, sometimes or never true? Make each of these the odd one out, giving your reasons 2, 3,12 Is it sometimes, always or never true that that consecutive numbers have an odd total?

52 Building a Picture in English The evidence gathering process Speaking and Listening Reading Writing

53 National Curriculum Levels for Speaking & Listening, Reading, Writing Attainment Speaking and Listening NC Level 1 NC Level 2 NC Level 3 NC Level Reading 1 2a 2b 2c 3 4 Writing 1 2a 2b 2c 3 4

54 Tips for gathering evidence in English Try to: Ensure assessment opportunities are planned for all areas where speaking and listening, reading and writing take place - English and across the curriculum Ensure these provide opportunities for independence and choice Gather your evidence in a manageable and meaningful way

55 What is meant by independence? Independence is about giving pupils space and time to think for themselves It occurs at some distance from direct teaching e.g. when skills taught in one context are applied in another However, other samples can be used, particularly in early Primary, to ensure significant milestones are not missed- consider the degree of independence when making your assessments

56 Speaking and Listening

57 Speaking & Listening Assessment The Process 1. Gather a range of evidence through formative assessment 2. Use the National Standards (National Curriculum Levels) to agree a level at which the pupil is working. 3. Consider which level offers the best fit and make your overall judgement. 4. Decide on pupil s next steps (plan teaching and learning using the current Statutory NC).

58 Gathering evidence for speaking and listening Evidence Video evidence Annotated photographs Planned observations Incidental observations Partner discussion Group discussion End of phase outcomes Possible contexts Show and tell Drama activities Describing an imaginary trip Barrier games Class assemblies / school productions Oral explanations / recounts / retelling of stories Story sacks Discussion dice

59 Reading

60 Reading Assessment The Process 1. Gather a range of evidence through formative assessment 2. Use the National Standards (National Curriculum Levels) to agree a broad level at which the child is working. 3. If a pupil is working at L2, refine your judgement into L2a L2b L2c. 4. If you wish to use APP Guidelines to refine your judgement, highlight the assessment criteria which each pupil consistently achieves. 5. Consider which level offers the best fit and make your overall judgement. 6. Decide on pupil s next steps (plan teaching and learning using the current Statutory NC).

61 Is the Pupil L2a L2b L2c? From a range of evidence and with reference to the National Standards, you decide the pupil is a Level 2. To refine your judgement use the NC Level descriptions. Your decision should take account of how fully and consistently the requirements have been met and how far the pupil demonstrates independence. 2c just into Level 2 - Pupil meets all L1 requirements and some of the L2. 2b securely at Level 2 Pupil meets most of L2. 2a at the top end of Level 2 Pupil meets all of L2 and may be starting to meet some of L3.

62 National Standard NC Level 1 Pupils recognise familiar words in simple texts. They use their knowledge of letters and sound-symbol relationships in order to read words and to establish meaning when reading aloud. In these activities they sometimes require support. They express their response to poems, stories and nonfiction by identifying aspects they like.

63 National Standard NC Level 2 Pupils' reading of simple texts shows understanding and is generally accurate. They express opinions about major events or ideas in stories, poems and non-fiction. They use more than one strategy, such as phonic, graphic, syntactic and contextual, in reading unfamiliar words and establishing meaning.

64 National Standard NC Level 3 Pupils read a range of texts fluently and accurately. They read independently, using strategies appropriately to establish meaning. In responding to fiction and non-fiction they show understanding of the main points and express preferences. They use their knowledge of the alphabet to locate books and find information.

65 National Standard NC Level 4 In responding to a range of texts, pupils show understanding of significant ideas, themes, events and characters, beginning to use inference and deduction. They understand that texts reflect the time and culture in which they were written. They refer to the text when explaining their views and are able to locate and use ideas and information.

66 Reading Assessment Focuses 1 Use a range of strategies, including accurate decoding of text, to read for meaning 2 Understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text 3 Deduce, infer or interpret information, events or ideas from texts 4 Identify and comment on the structure and organization of texts, including grammatical and presentational features at text level 5 Explain and comment on writer s use of language, including grammatical and literary features at word and sentence level 6 Identify and comment on writers purposes and viewpoints, and the overall effect of the text on the reader 7 Relate texts to their social, cultural and historical contexts and literary conditions

67 Types of Reading Shared Reading Whole class activity Support of the teacher Mixed ability Teach whole class objectives Independent Reading For practice/consolidation Own choice of reading materials To nurture reading for pleasure and purpose Read at own pace Guided Reading Small targeted groups Specific support of the teacher Differentiated ability groups Teach specific, targeted objectives Home reading For practice/consolidation Encourage parental involvement For purpose (research) and pleasure (whole range of text types and genre)

68 Gathering evidence for reading Listening to children read Pupil conferences Short answer questions Drama Creative responses Reading journals Oral presentations Extended conversations Questions hypotheses Speech, thoughts, feelings and action bubbles Summarising Feelings graph Character profiles Guided reading Ordering sequencing Phonic records

69 Literal How do we respond as effective readers? Pupils recall of evidence that is directly stated in the text. (Right there) Deduction Inference Pupils work out answers by reading between the lines, by combining information found in different parts of the text and by relating the information to their own understanding of the world. (Use your nut) Evaluation (Reading detective) Pupils respond to the text with a particular focus: Has the text achieved its purpose? How (well) has a character been created?

70 For Goldilocks and the Three Bears... Right there What did Goldilocks do in the Bear s home? Why did Goldilocks like the little Bear s chair best? Use your nut What parts of the story could not have actually happened? How does this story written so it is exciting? In what ways are the 3 Bears like people? How might the story have been different if Goldilocks had visited the three fishes? Reading Detective Do you think Goldilocks was good or bad? Why do you think so? What can you find/what evidence is there in the story? How does the writer persuade you that Goldilocks is good or bad?

71 Teaching the Question Levels Use visual prompts to teach children to recognise the different types of question. Teach them how to respond to each type of question. Use generic questions and question stems to create questions specific to texts. Encourage children to make up questions of their own. Consistent expectations: a personal opinion/response I think... evidence will be given - I think because...

72 Insight into character thoughts feelings speech

73 Activity time Activity Which Afs? AF1 7 Advantages disadvantages Listen to children read AF1 AF2 AF3 Individual; very focused tailor assessment to the child. Not dependent on writing Time consuming. Dependant on text: Can be a limited range of evidence

74 Activities What Afs? AF1-7 Advantages Disadvantages a. Short answer questions b. Drama c. Creative responses e.g change the ending d. Reading journals e. Oral presentations f. Extended conversations g. Observations: paired, guided, whole class work h. Questions, hypotheses, exploring why, how, what if...

75 Writing

76 Writing Assessment - The Process 1. Gather a range of evidence through formative assessment 2. Use the National Standards (NC Levels) to agree a broad level at which the child is working. 3. If a pupil is working at L2, refine your judgement into L2a L2b L2c. 4. You could use the Revised Criteria to support statutory assessment to refine your judgement, highlight the assessment criteria which each pupil consistently achieves. 5. Consider which level offers the best fit and make overall judgement 6. Decide on next steps (planning, teaching and learning using the current Statutory National Curriculum)

77 Is the Pupil L2a L2b L2c? From a range of evidence and with reference to the National Standards, you decide the pupil is a Level 2. To refine your judgement use the NC Level descriptions. Your decision should take account of how fully and consistently the requirements have been met and how far the pupil demonstrates independence. 2c just into Level 2 - Pupil meets all L1 requirements and some of the L2. 2b securely at Level 2 Pupil meets most of L2. 2a at the top end of Level 2 Pupil meets all of L2 and may be starting to meet some of L3. For writing, remember you can use the Revised Criteria to support statutory teacher assessment (Dated 2013)

78 National Standard NC Level 1 Pupils' writing communicates meaning through simple words and phrases. In their reading or their writing, pupils begin to show awareness of how full stops are used. Letters are usually clearly shaped and correctly orientated.

79 National Standard NC Level 2 Pupils' writing communicates meaning in both narrative and non-narrative forms, using appropriate and interesting vocabulary, and showing some awareness of the reader. Ideas are developed in a sequence of sentences, sometimes demarcated by capital letters and full stops. Simple, monosyllabic words are usually spelt correctly, and where there are inaccuracies the alternative is phonetically plausible. In handwriting, letters are accurately formed and consistent in size.

80 National Standard NC Level 3 Pupils' writing is often organised, imaginative and clear. The main features of different forms of writing are used appropriately, beginning to be adapted to different readers. Sequences of sentences extend ideas logically and words are chosen for variety and interest. The basic grammatical structure of sentences is usually correct. Spelling is usually accurate, including that of common, polysyllabic words. Punctuation to mark sentences - full stops, capital letters and question marks - is used accurately. Handwriting is joined and legible.

81 National Standard NC Level 4 Pupils' writing in a range of forms is lively and thoughtful. Ideas are often sustained and developed in interesting ways and organised appropriately for the purpose of the reader. Vocabulary choices are often adventurous and words are used for effect. Pupils are beginning to use grammatically complex sentences, extending meaning. Spelling, including that of polysyllabic words that conform to regular patterns, is generally accurate. Full stops, capital letters and question marks are used correctly, and pupils are beginning to use punctuation within the sentence. Handwriting style is fluent, joined and legible.

82 Key Stage 2 Writing Exemplification 2013

83 Writing Assessment Focuses (AFs) AF1 write imaginative, interesting and thoughtful texts AF2 produce texts which are appropriate to task, reader and purpose AF3 organise and present whole texts effectively, sequencing and structuring information, ideas and events AF4 construct paragraphs and use cohesion within and between paragraphs AF5 vary sentences for clarity, purpose and effect AF6 write with technical accuracy of syntax and punctuation in phrases clauses and sentences AF7 select appropriate and effective vocabulary AF8 use correct spelling

84 Gathering evidence for writing Plans, drafts and final pieces Planned assessments First of the month books Mark book / tick lists Planned observations Guided writing records Reading journals Day to day marking Incidental observations during shared / guided / independent work Partner talk Annotated planning Range of evidence e.g explanation writing in History

85 Making Judgements about Writing The success of any writing task depends on: Whether it achieves its purpose; How well it achieves its purpose; How well the purpose is achieved depends on: Clarity and accuracy of language for the reader; Whether the writing is developed and sustained; Suitability of the form e.g. letter

86 What are the purposes of fictional writing? entertain for the enjoyment and engagement of the reader/audience interest and learning to be imaginative to re-create or develop an aspect from a text e.g. a character Fiction Purposes Forms of fictional writing Narratives: adventure mystery fable legend fantasy fairy tale; animals with human characteristics science fiction historical Diary/Journal Play script Letter

87 Non-Fiction Purposes Instruct Advise formal and informal Recount Persuade Inform Describe functionally with basic detail Argue Explain Analyse Non-Fiction Text-types Instructions Letter Recount Leaflet/brochure/flier Newspaper (editorial, article, report) Advertisement Report Magazine (editorial, article, interview) Web-page Biography Autobiography Diary Information text

88 Making Judgements about Writing Have an overview of each pupil s ability to write at each of these levels of writing: Whole text Sentence Word Avoid technique spotting: can punctuate speech, for example.

89 Your next steps... Any questions?

90 Science at KS1 Alex Fleming

91 How do you feel about Science assessment at the moment? Which figure do you most relate with? Why?

92 Objective To develop our understanding of levelness in science To consider how the Science APP guidelines can support assessment and moderation of science at KS1 Outcomes Gained greater familiarity in the 5 AFs and the associated Assessment Criteria Considered how the APP Assessment Criteria relate to the level descriptors for Attainment Targets 2-4 Used the APP assessment criteria to level a piece of evidence

93 Data headlines

94 KS1 National Picture Level 2+ Boys Girls All Level 3+ Boys Girls All

95 FSM FSM Level 2+ Level 3+ Level 2+ Level 3+ B G A (76) 10 Information on groups available in SFR Figure in brackets Gloucestershire

96 Gloucestershire KS1 Science 2013 Glos % Level 2+ % Level A G B

97 KS1 APS 2013 National Glos B G A

98 Attainment Targets KS National Boys Girls All Level 2+ Level 3+ Level 2+ Level 3+ Level 2+ Level 3+ AT AT AT AT Sci TA

99 Weightings for Teacher Assessments are: KS1 AT1 = 50% (3) AT2 = 16.7% (1) AT3 = 16.7% (1) AT4 = 16.7% (1) (% rounded up to 1dp) AT1 (or How Science Works) should lead science HANDS ON & MINDS ON

100 Weightings for Teacher Assessments are: KS2 AT1 = 40% (2) AT2 = 20% (1) AT3 = 20% (1) AT4 = 20% (1) AT1 (or How Science Works) should lead science HANDS ON & MINDS ON

101 Evidence should be part and parcel of everyday experiences - periodic and planned. Each piece of evidence is a snapshot of pupils understanding. A variety of forms of evidence are needed to demonstrating support for their teacher's judgment. Key points

102 How do I remember Science NC Levels for AT 2-4? Level 1 is... Naming, using nouns. Level 2 is... Classifying, sorting based on properties. Level 3 is... using simple Ideas. Level 4 is... Describing, using scientific terms. Level 5 is...explain using models,(concrete Abstract).

103 Looking for links Which of the statements on the cards are science, mathematics or writing criteria?

104 Task Read the detail in your allocated Assessment Focus (AF). Come up with two sentences to describe what your AF is about and what makes it distinctive. Be prepared to feed back your sentences.

105 Task Create a picture or icon that shows what your AF is about make it distinctive! Slide 3.6

106 Assessing pupil Progress in Science = AF3: Communicating & Collaborating in science e.g. presenting scientific data AF1: Thinking Scientifically e.g. identify differences/similarities, identify scientific evidence AF4: Using investigative approaches e.g. decide what kind of investigation to carry out AF2: Understanding the applications & implications of science e.g how our lives are affected by science AF5: Working critically with evidence e.g identify patterns, describe what experiments have found out

107 AF4 Using investigative approaches Planning an investigation Constructing a fair test Collecting experimental data Working safely Reproduced by kind permission of Ron Bibby

108 AF3 Communicating and collaborating in science Presenting the findings of investigations Collaborating and sharing results and ideas across the world Using scientific language Reproduced by kind permission of Ron Bibby Explaining different ideas

109 How do the AFs fit into what we already know? Ideas and evidence AF1: Thinking Scientifically Planning Obtaining and presenting evidence Considering and evaluating evidence AF2: Understanding the applications & implications of science AF3: Communicating & Collaborating in science AF4: Using investigative approaches AF5: Working critically with evidence

110 Weightings for Teacher Assessments are: KS1 AT1 = 50% (3) AT2 = 16.7% (1) AT3 = 16.7% (1) AT4 = 16.7% (1) (% rounded up to 1dp) AT1 (or How Science Works) should lead science HANDS ON & MINDS ON

111 APP science standards file: Key Stage 1 Emma Investigating absorbent materials Activity Discuss the supporting work from the pupil and the teacher s notes. Identify some AFs that you think the evidence addresses. Identify and discuss some assessment criteria that you think the evidence satisfies.

112 What are the possible next steps for Emma? Copyright Oliver Dixon, licensed under Creative Commons

113 APP science standards file: Key Stage 1 Trenyce Activity Discuss the supporting work from the pupil and the teacher s notes. Identify some AFs that you think the evidence addresses. Identify and discuss some assessment criteria that you think the evidence satisfies.

114

115 Aims of today: To outline the statutory requirements of assessment in To summarise Gloucestershire s assessment procedures for To support colleagues in Building a Picture with accurate, evidence -based assessments against national standards. Mathematics Reading and writing P-levels Science P-levels