Presentation on theme: "Using APP to Raise Standards in Writing."— Presentation transcript:
1Using APP to Raise Standards in Writing. ResourcesThumbnails for all delegates.A3 Blank time line – 1 per schoolA3 sample timelineA3 Writing flowcharts sheetsReference only copies of;Support for Writing Materials – LancashireText type materialsLevel 1a/2c/2a Writer GridsAPP Writing Guidelines Level 1 to level 5 & A3 copy of EYFS ProfileSheets linking AFs to Framework strandsCore Learning by strand ObjectivesA3 grid for analysing Joe’s workA3 3 phase planning sheetsSummer 2009.
2Objectives of this session To reflect on and review your school’s currenttimescale in APP for writing.To secure understanding of the APP Processusing Standards Files and Level Guidelines.To identify links between the AFs andRenewed Framework for Literacy.To explore elements of quality first teachingand raise awareness of relevant support materials.To identify and prioritise professional developmentneeds 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.
3APP 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 implementationTimeline sheets 1 per school
4Reflect 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.
5The planning cycle - RPTAR SummativeFrameworkPlan, teach, assess, reviewProgressProgressFrameworkPlan, teach, assess, reviewThis 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?FrameworkPlan, teach, assess, reviewProgress
6Formative 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 FrameworkPlan learning objectives from the FrameworkDay to day teaching and learning. Gathering evidence for all assessment focuses.Assess – using evidence gathered complete Writing Assessment Guideline SheetHere’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.
7APP is a tool to assess children’s progress periodically against National Curriculum Levels It is a formative approach which informs next stepsIt is diagnostic because it identifies gaps in learningIt enhances classroom practice and encourages cross curricular opportunitiesEmbedded in primary frameworks and keyed into National Curriculum Level descriptorsAPP 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 StrategiesFormative – reveals children's strengths and weakness and helps to identifynext steps (AfL based)Diagnostic – Identifies gaps in knowledge, lack of evidence because areahasn’t been covered enough to make accurate assessment.Cross Curricular – evidence taking from across curriculum, good because youknow 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.
8The process of assessment that informs APP is important because it helps to determine: APP clearly statesSuccesses – What assessment focuses children are doing well atGaps – 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.successesgapsprogressweaknesses
9Reminder 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 focusThey select the appropriate ‘level boundary’ and arrive at judgements using the assessment guidelines sheetAnnotated 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.
11Writing: making a level judgement Use these steps to formalise your assessments of pupils' writing into level judgementsYou will need:evidence of the pupil's writing that shows most independence, for example from a range of subjects, outside of direct literacy teachingother evidence about the pupil as a writer, for example notes on plans, the pupil's own reflections, your own recollections of classroom interactionsa 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 APPLook 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.
12Step 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 metmake a best-fit judgement whether the higher or the lower level has been achieved and tick the appropriate level–related boxif there is some evidence for an AF but not enough to make a judgement at the lower level, tick the BL (Below Level) boxif 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.
13Step 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.
14Now 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.
15Step 3: Checking the overall level judgement Finally, check the overall judgement by comparing the evidence with the relevant standards files.
16Example 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 useaaaaaaaaaa
17Example assessment guideline – Writing 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 useaaaaaaaaaa
18Example assessment guideline – Writing 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 useaaaaaaaaaa
19Hopefully this slide will coincide with lunchtime – no guarantees though! Let’s take a break!
20What’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.
21Support for Writing…… …..Steps in Learning. ……Progression Papers ……Writing Targets……Text type informationPrimary FrameworksLiteracy FrameworksSupport for Writing – Steps in LearningOR 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.
22Talk for Writing Materials Moving children from Level 1 to Level 2Writer Grids.Strategies siteLiteracy Subject AreaCPDTalk for WritingLeft hand menu – Level 1 Writer gridLevel 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.
23Before 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.
24Crossing the RiverI’m on the bank of a river – how can I get across. In pairs invent a creative way.
25Alphabet RaceEach pair – alliterative phrase to describe the animals – build into poem.
26?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.?
27Meet Joe! Year 1 Secure level 1 Talk through the file briefly – drawing attention to;The teacher’s transcriptAssessment commentary for each sampleThe ‘Making a Spider’ text was scribed by DylanAssessment summary at the back of the document with the completed guidelines sheet.ALSO Show short video clip that accompanies the ‘Making a Spider’ work.
28the 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 outcomethe range of the writing i.e. fiction/nonfiction/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.
29Where 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.
30Writing Assessment Focuses linked to Framework Strands. AF1 write imaginative, interesting and thoughtful texts. 9AF2 produce texts which are appropriate to task, reader and purpose 9AF3 organise and present whole texts effectively, sequencing andstructuring information, ideas and events. 10 (9)AF4 construct paragraphs and use cohesion within and betweenparagraphs . 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. 9AF8 use correct spelling. 5 & 6Talk 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.
31Compose and write simple sentences Year 1 Strand 11Compose and write simple sentencesindependently to communicate meaning.Use capital letters and full stops whenpunctuating 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.
32Support for Writing Materials; Steps in Learning Progression summaryDuring 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 1Through 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 firstWriting 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
33Step in learning 2Children 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 3Children apply what they know about sentence structures in independent writing of their own recounts.
34Task.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.
35Main 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.
36The development of AfL with APP APP Action PlanThe development of AfL with APPTalk 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.
37PROCESS PEDAGOGY PROFESSIONAL DEVELOPMENT Whole school INSET Familiarisation with AFs & Standard filesPractice in levelling Standard files using APP guidelinesEvidence gatheringMarkingRecord keepingAssessment usingsample pupilsModerationPEDAGOGYPlanning for supportingwriting opportunitiesacross the curriculumDeveloping Guidedsessions in;ReadingWritingMathematicsPROFESSIONALDEVELOPMENTWhole school INSETCoachingModellingMentoringLesson observationArea network meetingsMini networksParticipants to have in mind their school situation – the implications for their school?
39Summer Term 2009 Autumn Term 2009 Spring Term 2010 Summer Term 2010 INSETWritingFamiliarisewith AFs &StandardsFilesINSETEvidenceGatheringCross-CurricularOpportunities2 x INSETLevellingWritingusingStandardsFiles2 x INSETLevellingWritingusingSamplePupilsEvidence gatheringSample pupilsWritingEvidenceGatheringModerationMeetingAPPWritingin place
40Summer Term 2009 Autumn Term 2009 Spring Term 2010 Summer Term 2010 INSETGuidedReadingandRecordsReading inall classesestablishedINSETReadingFamiliarisewith AFs &StandardsFiles2 x INSETLevellingusingEvidenceGatheringCross-CurricularOpportunities2 X INSETLevellingReadingusingSamplePupilsEvidence GatheringSample pupilsReadingModerationMeetingEvidenceGatheringAPPReadingin place
41Summer Term 2009 Autumn Term 2009 Spring Term 2010 Summer Term 2010 INSETWritingFamiliarisewith AFs &StandardsFilesINSETEvidenceGatheringCross-CurricularOpportunitiesINSETGuidedReadingandRecordsINSETReadingFamiliarisewith AFs &StandardsFilesINSETEvidenceGatheringCross-CurricularOpportunities2 x INSETLevellingWritingusingStandardsFiles2 x INSETLevellingWritingusingSamplePupils2 x INSETLevellingReadingusingStandardsFiles2 X INSETLevellingReadingusingSamplePupilsWritingModerationMeetingWritingModerationMeetingReadingModerationMeetingWritingModerationMeetingWritingEvidence gatheringSample pupilsWritingEvidenceGatheringWritingEvidenceGatheringWritingEvidenceGatheringReadingEvidence GatheringSample pupilsReadingEvidenceGatheringGuidedReading inall classesestablishedAPPWritingin placeAPPReadingin place
42Summer Term 2009 Autumn Term 2009 Spring Term 2010 Summer Term 2010 INSETGuidedMathsandRecordKeepingINSETEvidenceGatheringCross-CurricularOpportunitiesMathsFamiliarisewith AFs &StandardsFiles2 x INSETLevellingusingGuidedMaths inall classesestablished
43Summer Term 2009 Autumn Term 2009 Spring Term 2010 Summer Term 2010 INSETWritingFamiliarisewith AFs &StandardsFilesINSETEvidenceGatheringCross-CurricularOpportunitiesINSETGuidedReadingandRecordsINSETReadingFamiliarisewith AFs &StandardsFilesINSETEvidenceGatheringCross-CurricularOpportunitiesINSETGuidedMathsandRecordKeepingINSETMathsFamiliarisewith AFs &StandardsFilesINSETEvidenceGatheringCross-CurricularOpportunities2 x INSETLevellingWritingusingStandardsFiles2 x INSETLevellingWritingusingSamplePupils2 x INSETLevellingReadingusingStandardsFiles2 X INSETLevellingReadingusingSamplePupils2 x INSETLevellingMathsusingStandardsFilesWritingModerationMeetingWritingModerationMeetingReadingModerationMeetingWritingModerationMeetingWritingEvidence gatheringSample pupilsWritingEvidenceGatheringWritingEvidenceGatheringWritingEvidenceGatheringReadingEvidence GatheringSample pupilsReadingEvidenceGatheringGuidedReading inall classesestablishedGuidedMaths inall classesestablishedAPPWritingin placeAPPReadingin place
44PROCESS PEDAGOGY PROFESSIONAL DEVELOPMENT Familiarisation with AFs & Standard files (Standardisation)Practice in levelling Standard files using APP guidelinesEvidence gatheringMarkingRecord keepingAssessment usingsample pupilsModerationPEDAGOGYPlanning for supportingWriting opportunitiesacross the curriculumSteps in LearningPROFESSIONALDEVELOPMENTThink about the strategies you’ve seen or other strategies you have identified and complete the box on your timeline sheet.
45APP 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.
46APP in place for writing APP TimelineAutumn 2009Spring 2010APP in place for writingSummer 2009Where 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!
47Standardisation 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.
48The 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.
49Assessing Pupils’ Progress Suggested formats for recoding standardisation and moderation can be found in……Assessing Pupils’ ProgressGuidance for planning and supporting in-school standardisation and moderation.
50Do 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!