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APP Development Eaton bank school

APP Development Eaton bank school. SESSION ONE : Connecting Assessment for Learning (AFL) to Assessing Pupil Progress (APP) Sue Richards. Outstanding AFL teams. STARTER 1- TEAM COMPETITION. IN YOUR TEAMS CAN YOU WORK OUT THE DEFINITIONS FOR THE FOLLOWING EDUCATIONAL ACRONYMS – AFL ECM

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APP Development Eaton bank school

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  1. APP Development Eaton bank school SESSION ONE : Connecting Assessment for Learning (AFL) to Assessing Pupil Progress (APP) Sue Richards

  2. Outstanding AFL teams

  3. STARTER 1- TEAM COMPETITION IN YOUR TEAMS CAN YOU WORK OUT THE DEFINITIONS FOR THE FOLLOWING EDUCATIONAL ACRONYMS – AFL ECM LAC APP AF CPD ECC WALT ET ECR WILF ECW

  4. ANSWERS AFL - ASSESSMENT FOR LEARNING ECM - EVERY CHILD MATTERS LAC - LOOKED AFTER CHILD APP - ASSESSING PUPIL PROGRESS AF - ASSESSMENT FOCUS CPD - CONTINUING PROFESSIONAL DEVELOPMENT ECC - EVERY CHILD A COUNTER WALT - WE ARE LEARNING TO ET - EXCELLENT TEACHER ECR - EVERY CHILD A READER WILF - WHAT I AM LOOKING FOR ECW - EVERY CHILD A WRITER /12

  5. STARTER 2– 5 MINUTES • CHOOSE A LESSON YOU TAUGHT TODAY • DISCUSS WITH A PARTNER - HOW DID THE STUDENTS KNOW IF THEY HAD MADE PROGRESS IN YOUR LESSON? • THEN SHARE WITH REST OF TEAM

  6. LEARNING OBJECTIVESWALT • Understand what APP is. • Connect Assessment for Learning (AFL) to Assessing Pupil Progress (APP) in personalising learning for all pupils across all phases, planning for progression and overcoming barriers to learning • See the difference between a good and outstanding lesson • Complete a self evaluation of our use of AFL strategies in our individual lessons • Observe AFL strategies in mini lessons • Have a clear idea of your departments next steps

  7. LEARNING OUTCOMES - WILF • ALL OF YOU • Will have a clearer idea of APP and the link with AFL and will try to develop at least 2 stategies in your lessons. • MOSTOF YOU • will try to develop at least 2 AFL strategies in your lessons and understand how the use of APP can lead to outstanding teaching and learning. • SOME OF YOU • Will lead the development of APP in your departments.

  8. Please note ……. It is possible to do AFL without APP– BUT you cannot do APP without AFL – APP allows a framework for AFL and helps students to progress

  9. Good AfL Objectives made clear at start of lesson Clear, measurable lesson OUTCOMES Peer marking & assessment Plenaries that address the OUTCOMES Self assessment & target setting Students given think time supports pupil progress

  10. Assessing Pupil Progress means... • Change from extensive use of summative topic, unit or end of project tests to an ongoing assessment model • Change from modest use of the AfL approach to systematic, continuous assessment through AfL with high quality formative feedback and levels as outcomes • Change from inconsistent to consistent use of shared, common assessment criteria across a department – grids in place for science, eng, maths and p.e. • Increasing the personalisation of learning, through attention to the diversity of pupil assessment outcomes ( e.g. p.e now less about performance– also about why exercise is beneficial and how students can help each other to improve)

  11. How does the APP process help teachers? Supports teachers to make judgements of pupils’ progress by encouraging teaching of processes within each subject. ( e.g. key process = health ) Values the professional judgements of teachers. Allows for a common approach to assessment criteria across a department Tailors planning to promote progression. Supports the fine-tuning of learners’ needs.

  12. What can APP do to help pupils? Uses a wide range of evidence to help pupils to demonstrate their achievement. Informs them of their next steps. Develops skills which help them to become independent learners. Allows pupils to understand the concept of progression

  13. APP Progression and assessment - scale AFL -Learning outcomes shared with pupils Peer and self-assessment taking place Quality of feedback and next steps for pupils Quality of Q&D in classrooms Day-to-day progress Broader view of progress for teacher and learner Use of progress grids in the classroom Linked to reporting cycle Periodic • which provides a formal recognition of pupils’ achievement that can be shared between pupils, parents and teachers.- Transitional

  14. TASK In your teams.... Highlight the areas of the Ofsted criteria where APP could have a real impact on the judgment of a lesson.

  15. Day to day • What does day to day progress look like in your lessons at present ? • Fill in quick audit sheet to see where we all are at present.

  16. -no hands up policy

  17. NOW GO TO YOUR MINI LESSON EXPERIENCES…… MAKE A NOTE OF THE AFL STRATEGIES YOU THINK YOUR TEACHER WAS USING

  18. Order of play

  19. BR JN DU/ WMS MG -no hands up policy MA/JWM TY WE

  20. plenary • GO INTO DEPARTMENTS – DISCUSS WHERE YOU ARE WITH USE OF AFL AND APP • COMPLETE THE POST CARDS BY END OF SESSION • HAND TO RD/JM FOR COPYING.

  21. Department - postcard • We are good at: • Our priorities are: • - • - • - • What we plan to do is: • We would like to find more out about: • ____ would like to pop into___ lesson to see _______ • Foundation subjects – our APP lead would like to meet with rd to discuss progression grids on __ any thurs ( 3-4.15 p.m ) Which department ? ________

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