1. © Crown copyright 2006 Renewing the Frameworks Assessment For Learning

2. Primary and Secondary National Strategies © Crown copyright 2006 1 Objectives To reflect on the principles of Assessment for Learning. To consider the common strategies of Assessment for learning. To explore the place of oral and mental work to support assessment for learning. To explore the place of Speaking and Listening to support assessment for learning.

3. Primary and Secondary National Strategies © Crown copyright 2006 2 Types of assessment Assessment of learning: Test scores, levels, etc. Assessment for learning: Anything that informs you what a pupil need to know/learn/practise/understand next.

4. Primary and Secondary National Strategies © Crown copyright 2006 3 Assessment for Learning What assessment for learning do you do in your classroom? What assessment for learning do you see colleagues doing?

5. Primary and Secondary National Strategies © Crown copyright 2006 4 Strategies for day to day assessment for learning Questioning Observing Discussing Analysing Reviewing

6. Primary and Secondary National Strategies © Crown copyright 2006 5 Assessment for learning Assessment for Learning Strategy What do adults do?What do pupils do? Questioning Observing Discussing Analysing Reviewing

7. Primary and Secondary National Strategies © Crown copyright 2006 6 In your school…. Are there any pupils with gaps in their mathematical knowledge? Are there any pupils with mathematical misunderstandings? Are there any pupils who have difficulty with mathematical language and vocabulary? Are there any pupils who have a lot of catching up to do in year 6?

8. Primary and Secondary National Strategies © Crown copyright 2006 7 Acting on A4L information How could teachers act on the information gathered from assessment for learning to address the issues of pupils’: Gaps in knowledge Mathematical misunderstandings Language and vocabulary Catch up at the end of KS2

9. Primary and Secondary National Strategies © Crown copyright 2006 8 Acting on A4L information What do teachers do with the information from assessment for learning? What does it look like in lessons? What does it look like in planning?

10. Primary and Secondary National Strategies © Crown copyright 2006 9 Oral and Mental work 1999 The most innovative, exciting and effective part of the three-part lesson featured in the 1999 Numeracy Strategy. A key role in developing speaking and listening skills.

11. Primary and Secondary National Strategies © Crown copyright 2006 10 Changes to Oral and Mental work Over time The initial impetus has diminished and the oral and mental activities tend to lack the interest and excitement they once had. The oral and mental ‘starter’ has become a wider ranging vehicle for teaching mathematics and may have lost focus in the process Teachers who have joined the profession since 1999 are not necessarily aware of the impetus the oral and mental work had on the teaching of mathematics some 7 years ago.

12. Primary and Secondary National Strategies © Crown copyright 2006 11 7 Rs Rehearse Recall Revisit Refine Read Reason Review

13. Primary and Secondary National Strategies © Crown copyright 2006 12 Oral & Mental activities for assessment for learning Pathway: Mathematics/planning/Year4/Block A/unit 1/prior learning Objective: ‘read, write, partition and order whole numbers to 1000’ ICT activity (place value dots) ICT activity (place value dots) ‘Resourceless’ activity (write numbers on a whiteboards, read and order) Activity with apparatus (Place value cards)

14. Primary and Secondary National Strategies © Crown copyright 2006 13 Task Choose a year group, Block and Unit. Find the prior learning. Choose one objective. Identify 3 oral and mental assessment for learning activities using: ICT, no resources, practical apparatus. Identify what speaking and listening opportunities will be in each of these.

15. Primary and Secondary National Strategies © Crown copyright 2006 14 Key messages Does your school have a common understanding of assessment for learning? Are staff using assessment for learning strategies? Is the information gathered supporting future learning?