Session Objectives

Session Objectives At the end of the session you should be able to:- • Recap Methods of Assessment • Identify maths vocabulary for use in lesson plans • Complete carousel activity in pairs and record feedback on each activity • List literacy skills used in your specialist area

Recap Assessment Methods • Types of assessment • RARPA means • Reasons for assessment

Purpose of assessment: Initial assessment • A skills check which will establish levels of current skills and areas for further development. • Initial assessment will inform starting point base line for the learner • Mini-test or self assessment could inform this stage.

Purpose of assessment: Formative assessment • The purpose of formative assessment is to review learner progress to inform further learning and readiness for summative assessment. This can be formal or informal and will link to learning outcomes for the course. • Practice tests, written questions, tasks and production of evidence will inform this stage.

Purpose of assessment:Summative assessment • Learners complete an assessment which marks the end of a period of learning where goals from the ILP are checked as being met. • This is often a standardised assessment designed to meet the criteria of the examination board. SfL Learners would take the National Test in literacy and/or numeracy.

The RARPA approach is a flexible learner-centred approach which enables learners to take charge of their learningRARPA raises learners’ awareness of the learning process, builds their confidence and encourages enthusiasm by using a more engaging manner of reaching personal goals. RARPA is good educational practice

Minimum Core Skills • Since 2007 it is a requirement for everyone undertaking Initial Teacher Training courses need to engage with the core skills of numeracy, literacy and ICT • All teachers must have minimum Level 2 literacy and numeracy in addition to a specialist qualification and a teaching qualification.

The report of the Leitch Review of Skills, ‘Prosperity for All in the Global Economy - World Class Skills’, was published in 2006. The report added further weight to the argument for improving the skills for life of the population for UK to become a world leader. • One of the main thrusts of the government’s Skills for Life strategy is “embedding” the basic skills of literacy and numeracy. The concept of embedding is that students on other courses, usually but not exclusively vocational courses in colleges, can be helped to improve their literacy and numeracy skills as part of their course, rather than separately.

For those studying at Level 4 • Additional research and reading that you may find useful • NRDC has a publication called reflect that has many useful articles http://www.nrdc.org.uk/content.asp?CategoryID=951 • National literacy trust • http://www.literacytrust.org.uk/Database/basicskills.html

Numeracy Activity • Quick activity on your own list as many mathematical words that we use in everyday life that you can use in your lesson planning and delivery (2 minutes) • Share with the class and write down others that you did not list (8 minutes)

Activity • In pairs using peer support to carry out 10 numeracy tasks following the rules on next slide • (50 minutes)

Carousel Activity • Working in pairs with a stronger member to support the weaker but not take over the activity • Read the instructions carefully on yellow card • Try and complete the activity together DO NOT look at answers on red card until you have made an attempt • Write on your sheet your results and thoughts on each activity. Add your name these from wills be copied • All move on to the next activity when directed • Leave resources as you found them ready for next pair (remember to turn over the answer sheet) • Finally return to seats and feed back to group on each activity

Take a break

Literacy Activity • Identify literacy skills that your learners need to study your specialist subject • For example what speaking, listening, reading and writing skills do your learners need?

Core skills; a teacher must: • Be aware of the processes and sub-skills which have to be mastered for good communication skills to develop. • Be able to analyse students’ work and identify problem areas. • Help students set goals and make a plan of action. • Provide materials and activities to help students tackle problems.

Setting goals and breaking it into steps • The role of the teacher is to set and break down goals into steps involved in achieving the goal • You may think that time spent on setting targets, planning and evaluating is taking time away from the ‘real’ task of getting on with the work. • In fact when students are involved in these activities they feel more in control of the situation and will have a greater sense of purpose and direction. • These are motivating things and lead to a better quality of learning

Literacy Activity • In groups of 2 or 3 look at the resources and identify whether you should use in your classes • Feedback to group and share ideas for good practice

Session ObjectivesAt the end of the session you should be able to:- • Identify maths vocabulary for use in lesson plans • Complete carousel activity in pairs and record feedback on each activity • List literacy skills used in your specialist area

Session Objectives