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How well do you know the National Curriculum?. Apostrophes for contracted forms and the possessive (singular). Find the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths. S olution.
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Apostrophes for contracted forms and the possessive (singular).
Find the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths
Solution Assessment Without Levels September 2014
Data (as we knew it)is dead!Intelligence on the child as a learner
The myth of progress Only 9% of pupils take the expected pathways through Key Stage Two, Key Stage Three and Key Stage Four Levels. (National Pupil Database) What we think progress looks like
B What it actually looks like A
What lies beneath? • Band Progression Sheets • _______________________ • Progression Frameworks • Regular moderation • Spelling scheme • Guided reading assessment • Book banding aligned • Stickers to evidence writing statements • Mastery task force • Links with Maths Hub • Curriculum design
Mastery Task Force Mastery Exemplification materials Moderation Band Progression Sheets Assessment without Levels
BeginningBeginning +Working WithinWorking Within +SecureSecure +
Intelligence of the child as a learner • Statistical data • Work scrutiny- pace, precision, thought and developmental processes over time • Learning behaviours - how do they engage with learning and how can we best enable this. • Emotional intelligence - the personal attributes ,the resilience and tenacity of the learner to gain maximum progress. • Mapping curriculum coverage - doing less better • Agility of transference- being a discerning and discriminating user of prior learning
Up next! • Science Band Progression Sheets • Assessing Spoken Language • Band Progression Sheets Online • Exemplars for each year group • SOLO Taxonomy to ensure agility of transference • Mastery Task Force
Most importantly Think about what is right for your school • Start with big ideas • Identify learning progressions • Establish checkpoints • Determine where the evidence will come from • Think about how the evidence will be accumulated • Set targets thoroughly