Using APP to Raise Standards in Writing.

Using APP to Raise Standards in Writing.
Resources Thumbnails for all delegates. A3 Blank time line – 1 per school A3 sample timeline A3 Writing flowcharts sheets Reference only copies of; Support for Writing Materials – Lancashire Text type materials Level 1a/2c/2a Writer Grids APP Writing Guidelines Level 1 to level 5 & A3 copy of EYFS Profile Sheets linking AFs to Framework strands Core Learning by strand Objectives A3 grid for analysing Joe’s work A3 3 phase planning sheets Summer 2009.

Objectives of this session
To reflect on and review your school’s current timescale in APP for writing. To secure understanding of the APP Process using Standards Files and Level Guidelines. To identify links between the AFs and Renewed Framework for Literacy. To explore elements of quality first teaching and raise awareness of relevant support materials. To identify and prioritise professional development needs and next steps. These are the objectives for the rest of the day – no tight stop and start times so lunch and afternoon tea will need to be slotted in where it best fits.

APP Timeline January 2009 July 2009 July 2010
This was the original timeline. Delegates first met this in Autumn 2008 – take time to consider what has been achieved so far in APP implementation Timeline sheets 1 per school

Reflect and review on writing in your school
Where are you now? What is successful and effective? Are there any issues? Where would you like to be with writing by end of Spring term 2010? Celebrate what’s going well and reflect on the questions.

The planning cycle - RPTAR
Summative Framework Plan, teach, assess, review Progress Progress Framework Plan, teach, assess, review This is where APP fits into the planning cycle – periodic assessment to identify next steps in planning from the renewed framework. What teaching and learning needs to be in place? What teaching strategies need to be in place to be in a position to gather effective evidence? Framework Plan, teach, assess, review Progress

Formative Review teaching plan – go back to the Framework
How might I need to review and modify my planning in light of the next steps identified? Review teaching plan – go back to the Framework Plan learning objectives from the Framework Day to day teaching and learning. Gathering evidence for all assessment focuses. Assess – using evidence gathered complete Writing Assessment Guideline Sheet Here’s the planning process for a term. You will have used your evidence to complete a guideline sheet. The next step will be for the teacher to plan to meet Julia’s needs.

APP is a tool to assess children’s progress periodically against National Curriculum Levels
It is a formative approach which informs next steps It is diagnostic because it identifies gaps in learning It enhances classroom practice and encourages cross curricular opportunities Embedded in primary frameworks and keyed into National Curriculum Level descriptors APP stands for Assessing Pupil Progress and is a tool to strengthen teachers ongoing and periodic assessment of children against National curriculum levels. Produced by QCA and national Strategies Formative – reveals children's strengths and weakness and helps to identify next steps (AfL based) Diagnostic – Identifies gaps in knowledge, lack of evidence because area hasn’t been covered enough to make accurate assessment. Cross Curricular – evidence taking from across curriculum, good because you know children secure if they can apply that learning in different contexts. It is felt that there needs to be a move away from formal testing to make judgements on what has been learnt and instead assessment/ teaching and learning needs to be directly linked. APP is all about moving away from formal testing and directly linking assessment / teaching and learning.

The process of assessment that informs APP is important because it helps to determine:
APP clearly states Successes – What assessment focuses children are doing well at Gaps – Which assessment focuses haven’t been covered or where their isn’t enough evidence to make an accurate assessment. Progress – Even if children haven’t gone up a sub-level progress can be seen because more will be highlighted. We’re moving away from saying the child has gone from 17 to 18 points! Therefore its easier to report progress to parents and to children. Weakness – Highlights areas where children are weak These areas then might form a whole school focus E.g Layered Curricular Target. successes gaps progress weaknesses

Reminder of the APP Process
Teachers select a sample of pupils who are representative of the whole class. (6 pupils suggested) Each term, they review the full range of evidence (written, spoken and observed) for each assessment focus They select the appropriate ‘level boundary’ and arrive at judgements using the assessment guidelines sheet Annotated examples of pupils’ work provide reference points for teachers (standards files) The sample pupils should be representative of the class and come from different ability groups. Evidence – can be gathered from a variety of places but should be part of the normal day to day work done by pupils and not special assessment pieces. Evidence can also be specific examples of observation e.g. John named all the 3D shapes in a group activity last Thursday. It can’t be a general statement of what you think a child would be able to do.

The APP approach Review the process.

Writing: making a level judgement
Use these steps to formalise your assessments of pupils' writing into level judgements You will need: evidence of the pupil's writing that shows most independence, for example from a range of subjects, outside of direct literacy teaching other evidence about the pupil as a writer, for example notes on plans, the pupil's own reflections, your own recollections of classroom interactions a copy of the assessment guidelines for the level borderline that is your starting point. Activity: We are going to look at the flowchart for making judgements stage by stage and identify any areas participants feel may have some ambiguity/issues. They will then think about how they might overcome these back in school when implementing/reviewing implementation of APP Look at this section and delegates to circle/highlight words/phrases which they feel may raise queries. Comment only after participants have jotted down their thoughts. ‘most independence’ – not end of unit piece of writing/not scaffolded. Implications for cross curricular planning! Give opportunities for children to show skills in other contexts. ‘pupils' own reflections’ is time given for reflection? If so how is evidence recorded? Close the gap marking? n.b. It is important to note that the flowchart for making judgements has been updated – there are a few changes.

Step 1: Making assessment focus judgements.
For each AF, starting with AF5: look at the evidence in relation to all the criteria for both the higher and lower levels at this borderline and highlight those that have been met make a best-fit judgement whether the higher or the lower level has been achieved and tick the appropriate level–related box if there is some evidence for an AF but not enough to make a judgement at the lower level, tick the BL (Below Level) box if there is no evidence for a particular AF, tick the IE (Insufficient Evidence) box. If you have ticked BL for more than one AF out of AFs 1 to 6, check whether you should be using the assessment guidelines for the next lowest level borderline. If you have ticked all, or almost all, the criteria for the higher level, check whether you should be using the assessment guidelines for the next highest level borderline.

Step 2: Making an overall level judgement.
Check your AF judgements against the requirements for each level. For level 1: ticks at level 1 for three out of AF5, AF6, AF1 and AF2 and either AF7 or AF8, plus some highlighting of level 1 criteria for handwriting. For level 2: ticks at level 2 for three out of AF5, AF6, AF1 and AF2 and either AF7 or AF8. For all other levels: ticks at the target level for any four AFs out of AFs 1 to 6. If you have ticked IE for more than two AFs, there may be insufficient evidence to make an overall level judgement, in which case IE should be awarded.

Now finalise the overall level judgement by deciding whether the level is low, secure or high.
Low – meets the minimum requirements for the level. Secure – meets the minimum requirements for the level with some additional highlighting of criteria at the level in most other AFs. High – the criteria for the level are highlighted across all, or almost all, the AFs, with some criteria in the level above likely to be highlighted as well. Your decision should take account of how fully and consistently the criteria have been met and how far the pupil demonstrates independence and choice across a range of evidence. Where evidence for AF7 and AF8 is significantly better/worse than the evidence for other AFs, it is likely to influence your judgement of low, secure or high.

Step 3: Checking the overall level judgement
Finally, check the overall judgement by comparing the evidence with the relevant standards files.

Example assessment guideline – Writing
There are 3 versions of this slide. This one - All the boxes and ticks come in automatically. Imp - delete the 2 slides you do not want to use a a a a a a a a a a

There are 3 versions of this slide. You need to mouse click for each box and tick to come in. Imp - delete the 2 slides you do not want to use a a a a a a a a a a

There are 3 versions of this slide. All the boxes come in automatically and ticks need a mouse click. Imp - delete the 2 slides you do not want to use a a a a a a a a a a

Hopefully this slide will coincide with lunchtime – no guarantees though!
Let’s take a break!

What’s new? Take opportunity to talk through the changes to the website and the easiest ways in. These next slides to introduce the TfW and SfW materials are placed here in order to focus attention of the need to raise awareness of pedagogy that will need to be ion place within a school in order that APP will really have te desired impact on quality first teaching.

Support for Writing…… …..Steps in Learning. ……Progression Papers
……Writing Targets ……Text type information Primary Frameworks Literacy Frameworks Support for Writing – Steps in Learning OR Objectives – Steps in Learning. Have examples of the materials in Reference only form to share with delegates. Take time for delegates to look/discuss. Take feedback on usefulness etc.

Talk for Writing Materials
Moving children from Level 1 to Level 2 Writer Grids. Strategies site Literacy Subject Area CPD Talk for Writing Left hand menu – Level 1 Writer grid Level 2a/2c Writer grids. Explain briefly the Talk for Writing materials and flag up any Mini Network training. Draw special attention to the Writer Grids only at present for Levels 1a, 2c and 2a. Have Ref only samples for delegates to view. Good time to show how much support is now available for teachers to use while planning but also that such vast amounts can be distracting and planning must be from the objectives and informed by the APP outcomes.

Before planning time – some Talk for Writing activities to warm us all up!
Spiderman’s Pocket. Name 6 items that Spiderman would have in his pockets.

Crossing the River I’m on the bank of a river – how can I get across. In pairs invent a creative way.

Alphabet Race Each pair – alliterative phrase to describe the animals – build into poem.

? Who regularly says.... Improve the quality of teaching and learning by ensuring that teachers plan lessons which provide all pupils with sufficient challenge and activities that are well matched to their ability. ? Ensure that accurate assessment procedures are used to inform teacher’s planning. ? OFSTEDs favourite phrases! Discuss – APP will only have an impact on QFT and standards if it is used to inform planning. ?

Meet Joe! Year 1 Secure level 1
Talk through the file briefly – drawing attention to; The teacher’s transcript Assessment commentary for each sample The ‘Making a Spider’ text was scribed by Dylan Assessment summary at the back of the document with the completed guidelines sheet. ALSO Show short video clip that accompanies the ‘Making a Spider’ work.

the quality first teaching that has taken place. the written outcome
Activity. In small groups, work together to analyse the writing samples from Joe’s Standards File. Please consider; the quality first teaching that has taken place. the written outcome the range of the writing i.e. fiction/non fiction/curriculum area. the context of the activity i.e. individual/group etc. Do you agree with the judgements recorded on the guidelines sheet? Complete the recording grid but we do encourage you to take time to discuss your responses. This activity will take around 20 minutes. Delegates to use the recording grid along with Joe’s standard file.

Where next for Joe and his group?
What are the next steps in their learning? How can we best plan for progression? Allow short discussion time and ask delegates to identify the AFs that require closer attention now.

Writing Assessment Focuses linked to Framework Strands.
AF1 write imaginative, interesting and thoughtful texts. 9 AF2 produce texts which are appropriate to task, reader and purpose 9 AF3 organise and present whole texts effectively, sequencing and structuring information, ideas and events. 10 (9) AF4 construct paragraphs and use cohesion within and between paragraphs . 10 (9) AF5 vary sentences for clarity, purpose and effect. 11 (9) AF6 write with technical accuracy of syntax and punctuation in phrases, clauses and sentences. 11 (9) AF7 select appropriate and effective vocabulary. 9 AF8 use correct spelling. 5 & 6 Talk through the links to the Framework strands and the need to teach from the objectives and not from the APP Guideline Sheets. APP is an assessment tool and not teaching objectives.

Compose and write simple sentences
Year 1 Strand 11 Compose and write simple sentences independently to communicate meaning. Use capital letters and full stops when punctuating simple sentences. Joe has needs in strand 6 – word structure but we are presuming a quality phonics programme would support this development. Strand 12 – presentation is basically handwriting and needs to be a daily discreet activity.

Support for Writing Materials; Steps in Learning
Progression summary During Year 1, children develop their use of simple sentences for a widening range of writing purposes. They begin to apply basic sentence grammar and punctuation more deliberately, increasingly aware of the need to convey meaning clearly for a reader. Step in learning 1 Through shared writing, children develop their understanding of what a sentence is and when complete sentences are appropriate. They mark sentence boundaries and make the connection between sentence punctuation and meaning in their own writing. Talk through the Support for Writing Materials first Writing targets (to be used with caution as still linked to sub levels). Text type information. Steps in learning – incredibly valuable as reminds teachers that objectives will not be achieved through one unit but over the whole year in a series of steps. Work through the steps in learning for Strand 11 year 1

Step in learning 2 Children extend the range of sentence types they use and recognise to include statements and questions. They apply what they know about questions in guided or independent writing, as appropriate. Step in learning 3 Children apply what they know about sentence structures in independent writing of their own recounts.

Task. Using the 3 Phase Planning sheet, outline a unit of work to support the needs of this group with particular reference to Strand 11. Emphasis needs to be on speaking and listening to rehearse writing, teacher modelling, guided group work and AfL opportunities. Need to emphasise that the planning does not need to be detailed but rather an overview of pedagogy to be employed to maximise the progress of the children, Delegates will have Unit overview sheets, part of the Level 1 Writer grid applicable to strand 11 and A3 three phase planning sheets.

Main messages. APP Writing Guidelines to be used with a range of evidence from across the curriculum. Always work with colleagues to complete the assessment guidelines and ensure moderation time is given. Use Standards Files to standardise your judgements. Use the results to inform future learning but only teach from the Framework Objectives. Use resources from both Support for Writing and Talk for Writing to guide teaching and enrich the learning.

The development of AfL with APP
APP Action Plan The development of AfL with APP Talk through the APP Action Plan – which will also look at process, pedagogy and implications for professional development. It looks at a possible timeline for implementation. What implications does this have for their school.

PROCESS PEDAGOGY PROFESSIONAL DEVELOPMENT Whole school INSET
Familiarisation with AFs & Standard files Practice in levelling Standard files using APP guidelines Evidence gathering Marking Record keeping Assessment using sample pupils Moderation PEDAGOGY Planning for supporting writing opportunities across the curriculum Developing Guided sessions in; Reading Writing Mathematics PROFESSIONAL DEVELOPMENT Whole school INSET Coaching Modelling Mentoring Lesson observation Area network meetings Mini networks Participants to have in mind their school situation – the implications for their school?

Success - Achievements
Summer Term 2009 Autumn Term 2009 Spring Term 2010 Summer Term 2010 Autumn Term 2010 SCHOOL INSET CLASSROOM PRACTICE Success - Achievements

Summer Term 2009 Autumn Term 2009 Spring Term 2010 Summer Term 2010
INSET Writing Familiarise with AFs & Standards Files INSET Evidence Gathering Cross- Curricular Opportunities 2 x INSET Levelling Writing using Standards Files 2 x INSET Levelling Writing using Sample Pupils Evidence gathering Sample pupils Writing Evidence Gathering Moderation Meeting APP Writing in place

INSET Guided Reading and Records Reading in all classes established INSET Reading Familiarise with AFs & Standards Files 2 x INSET Levelling using Evidence Gathering Cross- Curricular Opportunities 2 X INSET Levelling Reading using Sample Pupils Evidence Gathering Sample pupils Reading Moderation Meeting Evidence Gathering APP Reading in place

INSET Writing Familiarise with AFs & Standards Files INSET Evidence Gathering Cross- Curricular Opportunities INSET Guided Reading and Records INSET Reading Familiarise with AFs & Standards Files INSET Evidence Gathering Cross- Curricular Opportunities 2 x INSET Levelling Writing using Standards Files 2 x INSET Levelling Writing using Sample Pupils 2 x INSET Levelling Reading using Standards Files 2 X INSET Levelling Reading using Sample Pupils Writing Moderation Meeting Writing Moderation Meeting Reading Moderation Meeting Writing Moderation Meeting Writing Evidence gathering Sample pupils Writing Evidence Gathering Writing Evidence Gathering Writing Evidence Gathering Reading Evidence Gathering Sample pupils Reading Evidence Gathering Guided Reading in all classes established APP Writing in place APP Reading in place

INSET Guided Maths and Record Keeping INSET Evidence Gathering Cross- Curricular Opportunities Maths Familiarise with AFs & Standards Files 2 x INSET Levelling using Guided Maths in all classes established

INSET Writing Familiarise with AFs & Standards Files INSET Evidence Gathering Cross- Curricular Opportunities INSET Guided Reading and Records INSET Reading Familiarise with AFs & Standards Files INSET Evidence Gathering Cross- Curricular Opportunities INSET Guided Maths and Record Keeping INSET Maths Familiarise with AFs & Standards Files INSET Evidence Gathering Cross- Curricular Opportunities 2 x INSET Levelling Writing using Standards Files 2 x INSET Levelling Writing using Sample Pupils 2 x INSET Levelling Reading using Standards Files 2 X INSET Levelling Reading using Sample Pupils 2 x INSET Levelling Maths using Standards Files Writing Moderation Meeting Writing Moderation Meeting Reading Moderation Meeting Writing Moderation Meeting Writing Evidence gathering Sample pupils Writing Evidence Gathering Writing Evidence Gathering Writing Evidence Gathering Reading Evidence Gathering Sample pupils Reading Evidence Gathering Guided Reading in all classes established Guided Maths in all classes established APP Writing in place APP Reading in place

PROCESS PEDAGOGY PROFESSIONAL DEVELOPMENT
Familiarisation with AFs & Standard files (Standardisation) Practice in levelling Standard files using APP guidelines Evidence gathering Marking Record keeping Assessment using sample pupils Moderation PEDAGOGY Planning for supporting Writing opportunities across the curriculum Steps in Learning PROFESSIONAL DEVELOPMENT Think about the strategies you’ve seen or other strategies you have identified and complete the box on your timeline sheet.

APP Timeline Autumn 2009 Spring 2010 Summer 2009
Where do you want to be by Spring 2010? Celebrate what you have already achieved by completing the milestones for Autumn and Summer. Think about two terms ahead and where you hope to be. You will have opportunities to come back to this during the day and modify your plans if you deem it necessary.

APP in place for writing
APP Timeline Autumn 2009 Spring 2010 APP in place for writing Summer 2009 Where will you need to be in Autumn 2009 to reach your 2010 target? Celebrate what you have already achieved by completing the milestones for Autumn and Summer. Think about two terms ahead and where you hope to be. You will have opportunities to come back to this during the day and modify your plans if you deem it necessary. INSERT ORIGINAL TIMELINE!

Standardisation and Moderation.
The purpose of school standardisation is to check the consistency of teachers’ judgements BEFORE they assess pupils in their class. Possible suggestion….. Teachers assess a small sample of pupils’ work from the school and/or use a training standards file (of no more than two pupils) and standardise their judgements using the APP materials. Any variations in judgements need to be identified and discussed. Differences need to be resolved before teachers make assessments of their pupils.

The purpose of in-school moderation is to check the consistency of teachers’ judgements AFTER they have made their assessments and to identify and resolve any differences. It is important that teachers come to the meetings having made judgements for every assessment focus and attainment target identified in the school plan. THIS NEEDS TO BE KEPT MANAGEABLE! One suggestion…… Select a focus for the moderation rather than trying to moderate all judgements. The focus could either be a particular level, a level boundary or particular assessment focuses. Keep the sample for moderation to a reasonable number – one or two pupils per teacher.

Assessing Pupils’ Progress
Suggested formats for recoding standardisation and moderation can be found in…… Assessing Pupils’ Progress Guidance for planning and supporting in-school standardisation and moderation.

Do we have all we need to be successful? What do we need to do next?
Final slide…….time for final reflections and completion of evaluation forms. What support do we need to ensure success? Evaluations please!

Using APP to Raise Standards in Writing.

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