Integrating planning, teaching and assessment

1. Integrating planning, teaching and assessment

2. Aims to consolidate of your understanding of the APP process to ensure consistency of judgements and expectations to help you to consider the promotion of APP materials in your schools and departments

3. Agenda Clarification of expectations Opportunities and challenges so far �. APP and implications for curriculum, planning, teaching and learning, range of evidence, assessment policy and practice Need to modify bullet points appropriately for audience � more likely to refer to insights from a pilot school on Day 1 and promoting the approach across a school on Day 2 Useful to explain that the order, and the space in between days, is deliberate and based on experience. Colleagues need to have an understanding of how the process works and the range of evidence being looked at to support judgments before they can fully appreciate the implications of the approach for classroom practice and potential impact on teaching and learning Experience suggests that colleagues will go away from Day 1 tired and that they need some time and space to consolidate what they have heard and seen (and had a chance to have a go with a short piece of �homework�) before they tackle Day 2Need to modify bullet points appropriately for audience � more likely to refer to insights from a pilot school on Day 1 and promoting the approach across a school on Day 2 Useful to explain that the order, and the space in between days, is deliberate and based on experience. Colleagues need to have an understanding of how the process works and the range of evidence being looked at to support judgments before they can fully appreciate the implications of the approach for classroom practice and potential impact on teaching and learning Experience suggests that colleagues will go away from Day 1 tired and that they need some time and space to consolidate what they have heard and seen (and had a chance to have a go with a short piece of �homework�) before they tackle Day 2

6. Opportunities and Challenges

7. Opportunities and Challenges Teachers initially struggle to identify evidence for reading and using and applying mathematics (in contrast to writing and number) Lack of independent work exposed in many classes Process initially time-consuming but gets easier Sample of pupils provides clear benchmarks for whole class Improved questioning and dialogue These are some of the main issues to have emerged from the pilot schools: The issue of how often pupils have the chance to exercise choice and demonstrate independence is strongly highlighted by APP. We have avoided being drawn into debates about �how often do children have to do this before we can tick off this criterion� and have encouraged teachers to take a professional view of whether pupils can apply their understanding reasonably independently The first time teachers use the assessment guidelines is generally very time-consuming because they are getting used to the criteria and thinking about the evidence they have or don�t have. It�s a necessary part of embedding the AFs and criteria and they do report that the process becomes much faster the more they do it We encourage teachers to apply the guidelines with a sample of between 6 and 12 pupils in their class. This is in order to make manageable the process of familiarisation with the AFs and the guidelines. Once this has been achieved, teachers report that their knowledge of all pupils� achievement improves because they are automatically applying the criteria in their daily classroom interactions The impact on teachers� pedagogy is often most immediate in terms of the quality and focus of the questions they use with children in order to probe their understanding and uncover better evidence of their understandingThese are some of the main issues to have emerged from the pilot schools: The issue of how often pupils have the chance to exercise choice and demonstrate independence is strongly highlighted by APP. We have avoided being drawn into debates about �how often do children have to do this before we can tick off this criterion� and have encouraged teachers to take a professional view of whether pupils can apply their understanding reasonably independently The first time teachers use the assessment guidelines is generally very time-consuming because they are getting used to the criteria and thinking about the evidence they have or don�t have. It�s a necessary part of embedding the AFs and criteria and they do report that the process becomes much faster the more they do it We encourage teachers to apply the guidelines with a sample of between 6 and 12 pupils in their class. This is in order to make manageable the process of familiarisation with the AFs and the guidelines. Once this has been achieved, teachers report that their knowledge of all pupils� achievement improves because they are automatically applying the criteria in their daily classroom interactions The impact on teachers� pedagogy is often most immediate in terms of the quality and focus of the questions they use with children in order to probe their understanding and uncover better evidence of their understanding

8. Process encourages teachers to recognise what they �know� about children but also to look harder at what they can do �Neglected� areas of work being addressed Greater recognition of evidence from other areas of the curriculum (�setting� issues) Need to illustrate link back from assessment outcomes to Framework learning objectives Senior leadership involvement in standardisation and moderation very helpful Opportunities and Challenges APP encourages teachers to observe carefully and in this sense builds directly on the kind of practice encouraged by the Foundation Stage Profile The 4th bullet point is a key one. The Assessment Guidelines do NOT represent an alternative curriculum. They reveal information and offer insights which teachers can take into account when they plan future teaching from the Framework learning objectives. This cycle of planning � teaching � assessment � planning is central to an understanding of the process The presence of a member of SLT at the in-school standardisation and moderation meetings has been extremely helpful in the pilot schools. Not only does it give senior staff valuable insights into the process but it provides a �detached� perspective and the ability to question and clarify APP encourages teachers to observe carefully and in this sense builds directly on the kind of practice encouraged by the Foundation Stage Profile The 4th bullet point is a key one. The Assessment Guidelines do NOT represent an alternative curriculum. They reveal information and offer insights which teachers can take into account when they plan future teaching from the Framework learning objectives. This cycle of planning � teaching � assessment � planning is central to an understanding of the process The presence of a member of SLT at the in-school standardisation and moderation meetings has been extremely helpful in the pilot schools. Not only does it give senior staff valuable insights into the process but it provides a �detached� perspective and the ability to question and clarify

9. Issues in making judgements the nature of the evidence and where to find it, and assessing what pupils can do independently. Issues that will become apparent as teachers make national curriculum level judgements include: the nature of the evidence and where to find it, and assessing what pupils can do independently. These issues will be considered today: finding evidence in ongoing work gathering evidence in different contexts planning for evidence using questioning the importance of independence and choice.Issues that will become apparent as teachers make national curriculum level judgements include: the nature of the evidence and where to find it, and assessing what pupils can do independently. These issues will be considered today: finding evidence in ongoing work gathering evidence in different contexts planning for evidence using questioning the importance of independence and choice.

10. What counts for evidence? Critical to applying APP principles are for teachers to consider the nature of evidence and the opportunities that a teacher creates for assessing children. On Day 1 you had an opportunity to view two files. With a partner discuss these and current practice and how you might extend it. Range of evidence Coming from different parts of lesson and week or unit of work Notes on discussion with individual children Teachers might need to plan observation opportunities Teachers already do this � build on experience and good practice already in place Is it a mind set where you are always looking to find out things Need to keep records instantly There are different ways of collecting evidence and teachers need to find what works for them Finding evidence in ongoing work Pupils in your class undertake a wide variety of activities. Some though not necessarily all of these offer evidence of attainment and progress. Your observations of pupils engaging in an activity could be as valuable in arriving at a judgement as your reflections on their outcomes. The activities are likely to include oral, practical and written work. Your assessments could therefore draw upon evidence from a range of contexts, for example: whole class discussions; responses to open and closed questions; children�s written work; children's reflections on their own work; one to one discussions; group activities; written plans; peer group assessment; observations by classroom assistants/other adults.Critical to applying APP principles are for teachers to consider the nature of evidence and the opportunities that a teacher creates for assessing children. On Day 1 you had an opportunity to view two files. With a partner discuss these and current practice and how you might extend it. Range of evidence Coming from different parts of lesson and week or unit of work Notes on discussion with individual children Teachers might need to plan observation opportunities Teachers already do this � build on experience and good practice already in place Is it a mind set where you are always looking to find out things Need to keep records instantly There are different ways of collecting evidence and teachers need to find what works for them Finding evidence in ongoing work Pupils in your class undertake a wide variety of activities. Some though not necessarily all of these offer evidence of attainment and progress. Your observations of pupils engaging in an activity could be as valuable in arriving at a judgement as your reflections on their outcomes. The activities are likely to include oral, practical and written work. Your assessments could therefore draw upon evidence from a range of contexts, for example: whole class discussions; responses to open and closed questions; children�s written work; children's reflections on their own work; one to one discussions; group activities; written plans; peer group assessment; observations by classroom assistants/other adults.

11. Evidence gathering from different contexts Handout: Evidence gathering from different contexts � this grid was completed by a group of teachers. Teachers thought about gathering evidence (assessment information) for Ma2, Number. They were asked what you might find out through various classroom activities / contexts; how that evidence might present itself to you i.e. the form or nature of that evidence; the assessment focuses it might provide evidence for (which also include using and applying number, and measures); the strengths of gathering evidence of this nature / in this context; the weaknesses � particularly when you need to retrieve information/evidence at a later date. Read through handout. Possible points to stress: Observation is an important element of assessment Ensuring that children are given opportunities to demonstrate what they can do is significant. This involves giving activities that are more open ended and that do not limit the children. Asking open questions such as �What is the hardest calculation you can do?� also gives an opportunity for children to demonstrate what they know. Involving children in assessment is also informative. Some teachers have been taking the I can statements from the units and putting these on an assessment paper for children. At the beginning of the unit the children code these I can statements as being secure, partly understood or not understood at all. This gives an opportunity for the teacher to decide what to work on during the unit. At the end of the unit the children reflect on which of these statements have a changed classification. There are lots of opportunities to assess in any part of the lesson. The process of assessment is not divorced from teaching. Take feedback Pairs / threes feedback one line to whole group Compare with notes of the teachers� discussion about evidence for number on the following pages. Collect issues, e.g. the evidence is primarily for the teacher to enable her / him to make a judgement periodically; at a later stage, teachers will select some of the available evidence to illustrate judgements about one or two pupils for in-school moderation. Experience of teachers in the pilot: recording observations has often replaced other records of coverage which teachers have found less helpful; teachers become more focused in their written feedback on pupils� work; annotations on plans may be under-used. Handout: Evidence gathering from different contexts � this grid was completed by a group of teachers. Teachers thought about gathering evidence (assessment information) for Ma2, Number. They were asked what you might find out through various classroom activities / contexts; how that evidence might present itself to you i.e. the form or nature of that evidence; the assessment focuses it might provide evidence for (which also include using and applying number, and measures); the strengths of gathering evidence of this nature / in this context; the weaknesses � particularly when you need to retrieve information/evidence at a later date. Read through handout. Possible points to stress: Observation is an important element of assessment Ensuring that children are given opportunities to demonstrate what they can do is significant. This involves giving activities that are more open ended and that do not limit the children. Asking open questions such as �What is the hardest calculation you can do?� also gives an opportunity for children to demonstrate what they know. Involving children in assessment is also informative. Some teachers have been taking the I can statements from the units and putting these on an assessment paper for children. At the beginning of the unit the children code these I can statements as being secure, partly understood or not understood at all. This gives an opportunity for the teacher to decide what to work on during the unit. At the end of the unit the children reflect on which of these statements have a changed classification. There are lots of opportunities to assess in any part of the lesson. The process of assessment is not divorced from teaching. Take feedback Pairs / threes feedback one line to whole group Compare with notes of the teachers� discussion about evidence for number on the following pages. Collect issues, e.g. the evidence is primarily for the teacher to enable her / him to make a judgement periodically; at a later stage, teachers will select some of the available evidence to illustrate judgements about one or two pupils for in-school moderation. Experience of teachers in the pilot: recording observations has often replaced other records of coverage which teachers have found less helpful; teachers become more focused in their written feedback on pupils� work; annotations on plans may be under-used.

12. Independence and choice Whole group The assessment guideline criteria describe what pupils can do independently. Allow time to read handout - below Discuss issues around independence: independence does not necessarily mean working in isolation; leaders/followers in group work may both exercise independence of thought. Independence means that pupils have been able to exercise thinking and decision making of their own in aspects of an activity. In making judgements about attainment in terms of national curriculum levels, you need, therefore, to take account of the support needed. Level judgements should be based upon what children attain independently. In mathematics, independence and opportunities to make decisions are integral to pupils� development in using and applying mathematics and are also evident in work on the content aspects of mathematics. Opportunities and time to develop their own ideas are key issues. Independence in mathematics might be seen when children: decide how to set the boundaries for an investigation or how to use available information to solve a problem put together mathematical ideas in unexpected ways making connections with other problems they have solved and investigations they have made identify the mathematics to use and the apparatus needed choose an appropriate calculation method or adapt a method for a particular case visualise shapes and movements ask questions, e.g. �What might happen if�?�, and make predictions decide how to organise and record their work review their work and decide whether they are on track to find a solution or draw conclusions explain and justify their conclusions.Whole group The assessment guideline criteria describe what pupils can do independently. Allow time to read handout - below Discuss issues around independence: independence does not necessarily mean working in isolation; leaders/followers in group work may both exercise independence of thought. Independence means that pupils have been able to exercise thinking and decision making of their own in aspects of an activity. In making judgements about attainment in terms of national curriculum levels, you need, therefore, to take account of the support needed. Level judgements should be based upon what children attain independently. In mathematics, independence and opportunities to make decisions are integral to pupils� development in using and applying mathematics and are also evident in work on the content aspects of mathematics. Opportunities and time to develop their own ideas are key issues. Independence in mathematics might be seen when children: decide how to set the boundaries for an investigation or how to use available information to solve a problem put together mathematical ideas in unexpected ways making connections with other problems they have solved and investigations they have made identify the mathematics to use and the apparatus needed choose an appropriate calculation method or adapt a method for a particular case visualise shapes and movements ask questions, e.g. �What might happen if�?�, and make predictions decide how to organise and record their work review their work and decide whether they are on track to find a solution or draw conclusions explain and justify their conclusions.

13. Planning from the Framework Try the activity for yourself then talk to your partner(s) about using �Joins� as a teaching activity refer to the Primary Framework�s learning outcomes on the sheet; refer to the assessment guidelines for Ma1, Using and applying mathematics; discuss what you would do to develop pupils�: problem solving; communicating; reasoning; what you would be encouraging your pupils to do / teaching them to do. Feedback Collect ideas on using the �Joins� activity with a focus on teaching the skills and processes associated with Ma1. When using the activity as a teaching resource for MA1, you could To develop children�s �problem solving�, encourage them to: try some examples to get a feel for the way the challenge works record their trials and answers so that they can check what they have done so far think about the mental calculation strategies they might use to add the numbers check their additions check they are following the rules for �Joins� To develop children�s �communicating�, encourage them to: record clearly to share what they have done with others be systematic in their recording e.g. write down the numbers they add in the same order as the route they take on the diagram consider whether it would help to annotate the diagram and, if so, how to show the different trials To develop children�s �reasoning�, encourage them to: use what they know to reason out what they need to know e.g. use the trial 20 + 18 + 13 + 14 = 65 to calculate 20 + 18 + 13 + 17 = 3 more than 65 use strategy, e.g. if searching for the largest possible total, consider the strategy of always making the next move to the largest number available. check their strategy as well as their calculations e.g. does the strategy above always give the largest total for 4 numbers? Is there a different / better strategy? Planning from the Framework Try the activity for yourself then talk to your partner(s) about using �Joins� as a teaching activity refer to the Primary Framework�s learning outcomes on the sheet; refer to the assessment guidelines for Ma1, Using and applying mathematics; discuss what you would do to develop pupils�: problem solving; communicating; reasoning; what you would be encouraging your pupils to do / teaching them to do. Feedback Collect ideas on using the �Joins� activity with a focus on teaching the skills and processes associated with Ma1. When using the activity as a teaching resource for MA1, you could To develop children�s �problem solving�, encourage them to: try some examples to get a feel for the way the challenge works record their trials and answers so that they can check what they have done so far think about the mental calculation strategies they might use to add the numbers check their additions check they are following the rules for �Joins� To develop children�s �communicating�, encourage them to: record clearly to share what they have done with others be systematic in their recording e.g. write down the numbers they add in the same order as the route they take on the diagram consider whether it would help to annotate the diagram and, if so, how to show the different trials To develop children�s �reasoning�, encourage them to: use what they know to reason out what they need to know e.g. use the trial 20 + 18 + 13 + 14 = 65 to calculate 20 + 18 + 13 + 17 = 3 more than 65 use strategy, e.g. if searching for the largest possible total, consider the strategy of always making the next move to the largest number available. check their strategy as well as their calculations e.g. does the strategy above always give the largest total for 4 numbers? Is there a different / better strategy?

14. Also Consider strengths of: planning larger units of work in Primary Framework; the greater emphasis on using and applying mathematics; references to planning for mathematics across the curriculum. Consider issues e.g. the distinction between the Primary Framework learning outcomes and the assessment guidelines� criteria: learning outcomes provide a basis for planning and provide broad coverage of the curriculum; assessment criteria and assessment focuses provide a different �cut� across the range of a pupils� mathematics ? guidelines provide a tool for summarising performance and relating it to level descriptions; after completing guidelines, use the assessments to inform your choice of Framework learning outcomes and teaching activities to achieve the outcomes.Also Consider strengths of: planning larger units of work in Primary Framework; the greater emphasis on using and applying mathematics; references to planning for mathematics across the curriculum. Consider issues e.g. the distinction between the Primary Framework learning outcomes and the assessment guidelines� criteria: learning outcomes provide a basis for planning and provide broad coverage of the curriculum; assessment criteria and assessment focuses provide a different �cut� across the range of a pupils� mathematics ? guidelines provide a tool for summarising performance and relating it to level descriptions; after completing guidelines, use the assessments to inform your choice of Framework learning outcomes and teaching activities to achieve the outcomes.

15. Planning to assess Planning to assess Whole mathematics group Introduction Change the focus to using �Joins� to capture evidence of the mathematics that pupils are able to use independently. Refer back to Handout, The importance of independence and choice. Activity In pairs or threes: consider how to present a version of the �Joins� activity to yield good quality assessment information: setting up another version of the activity / a similar activity in a way that allows pupils to exercise some independence and choice; managing the assessment activity so that pupils have opportunities to demonstrate their mathematics; refer to the L3/L4 Ma1 assessment guidelines to remind yourself of the assessment criteria you might hope that pupils will demonstrate. Feedback Whole mathematics group Pairs or threes provide brief feedback The handout, �Planning to assess�� also demonstrates one way to use the activity to: teach skills and processes associated with Ma1; gather evidence to assess Ma1 (as part of a range of evidence for the attainment target).Planning to assess Whole mathematics group Introduction Change the focus to using �Joins� to capture evidence of the mathematics that pupils are able to use independently. Refer back to Handout, The importance of independence and choice. Activity In pairs or threes: consider how to present a version of the �Joins� activity to yield good quality assessment information: setting up another version of the activity / a similar activity in a way that allows pupils to exercise some independence and choice; managing the assessment activity so that pupils have opportunities to demonstrate their mathematics; refer to the L3/L4 Ma1 assessment guidelines to remind yourself of the assessment criteria you might hope that pupils will demonstrate. Feedback Whole mathematics group Pairs or threes provide brief feedback The handout, �Planning to assess�� also demonstrates one way to use the activity to: teach skills and processes associated with Ma1; gather evidence to assess Ma1 (as part of a range of evidence for the attainment target).

16. Planning for evidence Planning for evidence Whole mathematics group Talk through the handout: this is about teachers gathering evidence and having access to a range of evidence when they undertake their periodic review and complete assessment guidelines: there is a separate issue about selecting evidence for in-school moderation, for which the sheet might also help; evidence for an external moderator should arise from in-school moderation.Planning for evidence Whole mathematics group Talk through the handout: this is about teachers gathering evidence and having access to a range of evidence when they undertake their periodic review and complete assessment guidelines: there is a separate issue about selecting evidence for in-school moderation, for which the sheet might also help; evidence for an external moderator should arise from in-school moderation.

17. Using questioning Using questioning Whole mathematics group Talk through the handout: this refers to previously published Primary National Strategy material on probing questions; also refer to work in the local authority on having conversations about mathematics / pupils justifying their mathematical ideas / developing logical argument etc.Using questioning Whole mathematics group Talk through the handout: this refers to previously published Primary National Strategy material on probing questions; also refer to work in the local authority on having conversations about mathematics / pupils justifying their mathematical ideas / developing logical argument etc.

18. Maths across the curriculum Mathematics opportunities for assessment across the curriculum Whole mathematics group Talk through the handout: a reminder of this aspect of the Primary Framework; good evidence for handling data and measures arises from work in other subjects � even beyond science.Mathematics opportunities for assessment across the curriculum Whole mathematics group Talk through the handout: a reminder of this aspect of the Primary Framework; good evidence for handling data and measures arises from work in other subjects � even beyond science.

19. Selecting a focus group of pupils Selecting a focus group of pupils Whole mathematics group Discuss issues around selecting different focus groups of pupils: representative of the range of attainment in the class (excluding extremes); making in-depth assessments of the group to guide level judgements for all pupils; same pupils / different focus pupils in each assessment round.Selecting a focus group of pupils Whole mathematics group Discuss issues around selecting different focus groups of pupils: representative of the range of attainment in the class (excluding extremes); making in-depth assessments of the group to guide level judgements for all pupils; same pupils / different focus pupils in each assessment round.

20. Next steps Gloucestershire spreadsheet help you to consider the promotion of APP materials in your schools and departmentsGloucestershire spreadsheet help you to consider the promotion of APP materials in your schools and departments