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PDM 2 Literacy Theme 2: Improving Writing

Objective. To explore ways of assessing and tracking pupil progress in writing to strengthen assessment for learning. Assessment opportunities in the planning exemplification. Phase 1Learning outcomes:Children can express a view clearly as part of a class or group discussion. Children can form opi

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PDM 2 Literacy Theme 2: Improving Writing

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    1. PDM 2 Literacy Theme 2: Improving Writing Part 2-Assessment for Learning

    2. Objective To explore ways of assessing and tracking pupil progress in writing to strengthen assessment for learning ACTIVITY 1: INTRODUCTION. (5 minutes). Recap PDM 2, Part 1 – ideas, issues. Brainstorm as a group: what is AfL?ACTIVITY 1: INTRODUCTION. (5 minutes). Recap PDM 2, Part 1 – ideas, issues. Brainstorm as a group: what is AfL?

    3. Assessment opportunities in the planning exemplification Phase 1 Learning outcomes:Children can express a view clearly as part of a class or group discussion. Children can form opinions of a text and use evidence in the text to explain their reasons. Phase 2 Learning outcomes:Children can express a view clearly as part of a class or group discussion. Children can form opinions of a text and use evidence in the text to explain their reasons. Children can use visual elements to write sentences describing settings. Phase 3 Learning outcome:Children can compose and punctuate a series of sentences to describe a familiar setting. Discussion (ACTIVITY 2) How is AfL shown in the Planning Exemplification? (10 minutes) – Slides 3, 4, 5.Discussion (ACTIVITY 2) How is AfL shown in the Planning Exemplification? (10 minutes) – Slides 3, 4, 5.

    4. Discuss these AfL terms Self assessment of writing by pupils Feedback against agreed success criteria Teacher observation Ask teachers – what is your understanding of the following terms shown in the unit: Self Assessment Feedback against agreed Success Criteria (improvement points) Teacher observation. -let participants know that this latter point will be discussed during this inset. Summarise views by showing the next slide.Ask teachers – what is your understanding of the following terms shown in the unit: Self Assessment Feedback against agreed Success Criteria (improvement points) Teacher observation. -let participants know that this latter point will be discussed during this inset. Summarise views by showing the next slide.

    5. AfL Assessment for learning opportunities are explicit within the planning exemplification. Progression is expressed in core strands, and across the strands by year group, and is more easily accessed.

    6. Pace and expectations for learning literacy strands-http://www.standards.dfes.gov.uk/primaryframeworks Discussion (ACTIVITY 3) Progression in Core Standards, Strand 9 (10 minutes). Click on the hyperlink to access the website Walk through the strands in the Primary Framework (in the blue box on the left of the screen) that support children to ‘write for a range of purposes on paper and screen’ (Strands 9, 10 and 11) . HANDOUT 1 – Strand 9. Look at expectations of this strand, for each year group, on creating and shaping text. Focus on pace and expectations. How does the Framework cater for pupils working above or below age-related expectations? How does this information help you find the next steps needed to improve writing? Discussion (ACTIVITY 3) Progression in Core Standards, Strand 9 (10 minutes). Click on the hyperlink to access the website Walk through the strands in the Primary Framework (in the blue box on the left of the screen) that support children to ‘write for a range of purposes on paper and screen’ (Strands 9, 10 and 11) . HANDOUT 1 – Strand 9. Look at expectations of this strand, for each year group, on creating and shaping text. Focus on pace and expectations. How does the Framework cater for pupils working above or below age-related expectations? How does this information help you find the next steps needed to improve writing?

    7. AfL How do you currently adapt your planning and teaching against ongoing day-to-day assessment? Discuss how you currently use observation and discussions with children for the assessment and teaching of writing. Adapting Your Planning & Teaching Against Ongoing AfL (ACTIVITY 4) (5 minutes) Discuss questions on slide in groups, as a quick chat. Feedback.Adapting Your Planning & Teaching Against Ongoing AfL (ACTIVITY 4) (5 minutes) Discuss questions on slide in groups, as a quick chat. Feedback.

    8. Assessment for learning and the Primary Framework Effective Strategies for day-to-day assessment during the lesson Questioning Observing Discussing Analysing Checking children’s understanding Engaging children in reviewing progress Effective Strategies for Day to Day Assessment (ACTIVITY 5) (10 minutes) How do you use the following strategies? divide staff into six groups, giving each group one subheading from the above list. Ask them to discuss, one in each group to make notes, to feedback. Feedback after 5 minutes. THEN - give out HANDOUT 2 – ‘Embedding day to day assessment strategies into learning and teaching’. What extra ideas do they note? Effective Strategies for Day to Day Assessment (ACTIVITY 5) (10 minutes) How do you use the following strategies? divide staff into six groups, giving each group one subheading from the above list. Ask them to discuss, one in each group to make notes, to feedback. Feedback after 5 minutes. THEN - give out HANDOUT 2 – ‘Embedding day to day assessment strategies into learning and teaching’. What extra ideas do they note?

    9. AfL Look at your own literacy planning. How are AfL strategies for day to day assessment included? Model planning to discuss. Literacy Planning: your own and a model. (ACTIVITY 6) (10 minutes) a) Teachers look at their own literacy planning, discuss how this planning currently shows use of the above strategies (questioning, observing etc.) b) HANDOUT 3: Show model of planning, which includes these elements. Teachers compare these two types of planning and discuss what the next steps are for your school in planning for writing.Literacy Planning: your own and a model. (ACTIVITY 6) (10 minutes) a) Teachers look at their own literacy planning, discuss how this planning currently shows use of the above strategies (questioning, observing etc.) b) HANDOUT 3: Show model of planning, which includes these elements. Teachers compare these two types of planning and discuss what the next steps are for your school in planning for writing.

    10. School Pupil Tracking Systems Read through sample pupil tracking grid and sample provision mapping grids Pupil Tracking (ACTIVITY 7) (10 minutes). Introduce or discuss pupil tracking systems See ‘Tools to support leadership and management’ in the Subject Leader handbook, ‘Tracking pupil progress: case study tools and materials’. HANDOUT 4: Sample pupil tracking grid HANDOUTS 5 & 6: Provision Mapping grids Discuss with participants, briefly, information on next slide, to summarise discussions.Pupil Tracking (ACTIVITY 7) (10 minutes). Introduce or discuss pupil tracking systems See ‘Tools to support leadership and management’ in the Subject Leader handbook, ‘Tracking pupil progress: case study tools and materials’. HANDOUT 4: Sample pupil tracking grid HANDOUTS 5 & 6: Provision Mapping grids Discuss with participants, briefly, information on next slide, to summarise discussions.

    11. What role do tracking grids play: in raising awareness of age-related expectations in tracking individual children’s progress in identifying pupils who are not making expected progress towards age-related expectations or to meet these, or who exceed age-related expectations to map appropriate Wave 2 and 3 interventions?

    12. The learning sequence and next steps. When do you make judgements about whether the children have learned the expectation in a strand of writing across the curriculum? How do you use levelling? Learning Sequence & Next Steps (ACTIVITY 8) (10 minutes for this last set of slides). Discuss questions on slide, check staff confidence in levelling. Learning Sequence & Next Steps (ACTIVITY 8) (10 minutes for this last set of slides). Discuss questions on slide, check staff confidence in levelling.

    13. The Learning Sequence Learning Sequence. Quickly talk through this. Note this model incorporates AfL throughout.Learning Sequence. Quickly talk through this. Note this model incorporates AfL throughout.

    14. Next Steps Complete your Next Steps sheet What’s next for You, in your own teaching and learning Peer coaching partners Whole school inset needs on issues raised today Next Steps. As a staff, make a list of Next Steps needed – individually; in peer coaching pairs; as phase or whole school inset. Check: Do staff need further inset/ help on: Levelling? Using improvement points to enable pupils to move on in their writing? Other areas? HANDOUT 7: Next Steps to complete and return to co-ordinator. Well done, you’ve finished! ?Next Steps. As a staff, make a list of Next Steps needed – individually; in peer coaching pairs; as phase or whole school inset. Check: Do staff need further inset/ help on: Levelling? Using improvement points to enable pupils to move on in their writing? Other areas? HANDOUT 7: Next Steps to complete and return to co-ordinator. Well done, you’ve finished! ?

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