Surviving APP

1. Surviving APP South Essex District Headteacher Meeting 23rd March 2010

2. Towards the New Curriculum Curriculum Pedagogy Assessment Integration and Interdependence

3. Where has your school been for the last few months? Where would you like to be? What is it like for a learner at 3? What is it like for a learner at 7? Focuses

4. APP in a nutshell Good day to day teaching and learning Rich evidence of learning APP – periodic review against national standards

5. The big benefits of APP • Using our professional judgement • An informed holistic judgement • Finally nationally standardised • Leads to more responsive teaching • ‘Neglected’ areas are addressed • It encourages a broad curriculum • It leads to a greater understanding of reading • It leads to greater independence of children • Increased use of questioning and discussion • Higher profile of ‘using and applying’ in maths

6. The big Challenges of APP • Underestimating the change • Initially time consuming • Getting staff on board • A limited reading curriculum can lead to lack of variety in evidence • Focus on APP statements could lead to narrowing of literacy curriculum • Number of AFs in maths • Much independent work needed • How to record evidence • Making whole class assessment manageable

7. Possible bigchanges • More… • Assessment points • Independent work (especially for the less able) • Extended writing • Cross-curricular learning • LSA involvement in assessment • Strategies for teaching reading comprehension • Using and applying • Quality questioning • Time for observation and discussion • Moderation

8. Therefore… APP = More creativity

9. 6 strategies to support your staff

10. Strategy 1 – Plan for APP • For each unit decide on the AFs that you will focus on • Identify evidence from across the curriculum • Look out for unexpected evidence • Build in opportunities to collect evidence • Independent • Investigative • Creative • Offer choice

11. And back to planning again • Look for weak areas and adapt your planning • Make use of guided learning for group issues • Adapt whole class teaching for whole class issues

12. Strategy 2 – Help staff with ways to collect evidence

13. 3 Key Methods Written Spoken Observed

14. How can data be collected? • Marking • Sticky labels • Reading records • Evidence sheets • Reading and writing journals • Mark books • Guided reading / maths / writing records

15. Strategy 3 – Give practical ideas of what to do

16. Reading Strategies – An example • Reciprocal reading • Highlighting • Ordering • Top 3 • Top 5 • Diamond nine • Pyramid ten • Visualisation • Guided reading

17. AF6 L4 - identify and comment on writers' purposes and viewpoints, and the overall effect of the text on the reader • main purpose identified, e.g.‘it’s all about why going to the dentist is important and how you should look after your teeth’ • simple comments show some awareness of writer’s viewpoint, e.g. ‘he only tells you good things about the farm and makes the shop sound boring’ • simple comment on overall effect on reader, e.g. ‘the way she describes him as “rat like” and “shifty” makes you think he’s disgusting’

18. A wealth of strategies • Drama • Conscience alley • Forum theatre • Freeze frame • Ask the author • Diagrammatic representation • Venn • Sociograms • Emotion graphs • Story maps

19. Shared reading • Text restructuring • Cloze • Writing from reading • Writing in the style of • additional episodes • alternative endings • different viewpoints

20. Strategies for maths • Open-ended questions • Interactive display • Throughout the lesson: • Mental and oral starters • Guided group work • Child initiated • Plenary • Opportunities to use and apply: • Cross-curricular • Problem solving • Investigations

21. Strategy 4 – Link to creative cross curricular approaches

22. Giving opportunities for independent extended writing • Regular open writing gives children a chance to apply key skills and practise previously taught text types • Opportunities for children to write their own success criteria encourages independence • Making use of learning pathways gives opportunities to write non-fiction, poetry and stories in other subjects

23. Embedding maths in other subjects • Build on existing plans • Add to curriculum maps • Choose powerful connections • Reconsider the sequence of units • Use the content from foundation subjects to teach mathematics • Consider the impact of maths in other subjects on pupil’s learning

24. Learning pathways Stimulus Teaching and Learning Outcome

25. The Grace Darling experience • Watch Seaside Rescue • KWL grid on Grace Darling • Exploring source material (hist and geog) • Recount of Grace Darling (literacy)

26. The archaeologist experience • A box and a letter are delivered from the Egyptian museum • Class decide how to explore contents • Separating (Science) • Measuring and weighing (Maths) • Letter back to the museum (Literacy)

27. Strategy 5 – Make use of your LSAs • Train your LSAs • What the AFs mean • How to teach guided reading and maths • How to use higher order questions • LSAs collect evidence in guided, shared and independent sessions • Give them the appropriate support and guidance

28. Strategy 6 – Help teachers to be consistent • Regular moderation is essential to align judgements • Moderate after periodic judgements are made • Moderation options • Focus on specific AFs • Focus on borderline queries • Focus on low, secure or high • Focus on a specific level

29. Reading APP Moderation Grid

30. The new primary curriculum Teaching and learning Assessment for learning Good to outstanding Literacy Curriculum design Creativity Learning mentoring Gifted and talented Subject leadership Jonathan Bond Educational Consultancy T – 01245 421 622 M – 07970 075 109 E – jonathan.bond@yahoo.co.uk Summer term full. Now booking autumn onwards.