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Key Stage 3 National Strategy Standards and assessment: session 3.

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Presentation on theme: "Key Stage 3 National Strategy Standards and assessment: session 3."— Presentation transcript:

1 Key Stage 3 National Strategy Standards and assessment: session 3

2 Objectives for session 3 To develop greater consistency in teacher expectations and their assessment of ICT To establish a common understanding of what is required to demonstrate achievement at levels 4, 5 and 6 To establish common language and understanding about pupil attainment and National Curriculum levels

3 Key Stage 3 National Strategy © Crown copyright 2003 Slide 3.2 Level descriptions These provide the basis for making judgements about pupils’ performance at the end of Key Stages 1, 2 and 3 They describe the type and range of performance that pupils working at each level characteristically demonstrate

4 Key Stage 3 National Strategy © Crown copyright 2003 Slide 3.3 ICT standards in Key Stage 3 The majority of pupils in Key Stage 3 is expected to work at levels 3 to 7 and attain level 5 or 6 at the end of the key stage % of pupils gained level 5 or above % of pupils gained level 5 or above % of pupils gained level 5 or above

5 Key Stage 3 National Strategy © Crown copyright 2003 Slide 3.4 ICT targets for Key Stage % of pupils to attain level 5 or above % of pupils to attain level 5 or above

6 Key Stage 3 National Strategy © Crown copyright 2003 Slide 3.5 Key features of progression Level 1 – Explore options and make choices, developing familiarity Level 2 – Purposeful use toward specific outcomes Level 3 – Develop ideas and solve problems Level 4 – Combine and refine information from various sources and for an audience. Interpret and consider plausibility Level 5 – Combine the use of ICT tools showing consideration of overall structure. Critically evaluate fitness for purpose Level 6 – Integration and efficiency Level 7 – Scope, design and implement ICT systems Level 8 – Independence and designing for others

7 Key Stage 3 National Strategy © Crown copyright 2003 Slide 3.6 Making an assessment Key questions to consider when making a judgement How did the pupil find the information? How did the pupil organise, use or develop the information? How did the pupil share and present the information? During the process, how did the pupil refine or amend work?

8 Key Stage 3 National Strategy © Crown copyright 2003 Slide 3.7 Teaching objectives for lesson 6 of teaching unit 7.3 Fitness for purpose Recognise common forms and conventions Address audience needs Plan and design the presentation Use ICT to draft and refine a presentation

9 Key Stage 3 National Strategy © Crown copyright 2003 Slide 3.8 Other assessment evidence Homework clearly directed to ask about the process of creating the leaflet Homework directed to ask about evaluation against criteria Pupils involved in peer assessment against a checklist which they annotate Process diaries, learning logs Teacher observation Annotation of their leaflet to show why they made choices

10 Key Stage 3 National Strategy © Crown copyright 2003 Slide 3.9 Making an initial judgement at the end of the unit Refer to: Handout 3.1, ICT progression chart, and/or handout 3.9, Level descriptions from the National Curriculum Handout 3.6, Assessment prompt sheet completed (2) Handout 3.7, What happened in the classroom? Handout 3.8, Pupil work from teaching unit 7.3

11 Key Stage 3 National Strategy © Crown copyright 2003 Slide 3.10 Teacher judgement The teacher judged this pupil to be working at level 4

12 Key Stage 3 National Strategy © Crown copyright 2003 Slide 3.11 Level 4 The work does demonstrate combining and refining information from various sources. The information demonstrates an awareness of the audience. To work within aspects of level 5, the pupil would need to be provided with opportunities to: make their own choices of overall structure; refine the information for specific audiences.

13 Key Stage 3 National Strategy © Crown copyright 2003 Slide 3.12 Making a judgement at the end of the key stage Take into account strengths and weaknesses in performance across a range of contexts and over a period of time. A single piece of work will not cover all the expectations set out in a level description. Taking into account other pieces of work covering a range of contexts, teachers can make a judgement about which level best fits a pupil’s overall performance.

14 Key Stage 3 National Strategy © Crown copyright 2003 Slide 3.13 Reporting – statutory requirements Teachers must produce a separate subject report and award an attainment level for each pupil at the end of Year 9. Parents should receive notification of these results by the end of the summer term, along with national averages for the previous year. The expected level of attainment for the majority of pupils at Key Stage 3 is level 5/6.

15 Key Stage 3 National Strategy © Crown copyright 2003 Slide 3.14 Pupil work assessment 2 Key words for: My presentation – aspects of level 4 different sources, found or created, amended, refined, reflect his intended audience Disco model – aspects of level 5 adapted, developed, tested, changes to add different variables, impact of the changing variables, predict the effect of changes Public information system – aspects of level 6 requirement of user, automatic, integrates, efficiency, system, developed

16 Key Stage 3 National Strategy © Crown copyright 2003 Slide 3.15 Next steps Use the assessment completed in the previous activity. Write a brief curriculum target for the pupil. What teaching opportunities will the teacher need to provide?

17 Key Stage 3 National Strategy © Crown copyright 2003 Slide 3.16 Objectives for session 3 To develop greater consistency in teacher expectations and their assessment of ICT To establish a common understanding of what is required to demonstrate achievement at levels 4, 5 and 6 To establish common language and understanding about pupil attainment and NC levels

18 Key Stage 3 National Strategy © Crown copyright 2003 Slide 3.17 Objectives for the unit To develop greater consistency in teacher assessment of ICT To establish a common understanding of what is required to demonstrate achievement levels 4, 5 and 6 To establish common language and understanding about pupil attainment and National Curriculum levels


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