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Using APP to Raise Standards in Writing. Summer 2009.

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Presentation on theme: "Using APP to Raise Standards in Writing. Summer 2009."— Presentation transcript:

1 Using APP to Raise Standards in Writing. Summer 2009.

2 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.

3 July 2009July 2010 January 2009 APP Timeline

4 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?

5 The planning cycle - RPTAR Summative Framework Plan, teach, assess, review Framework Plan, teach, assess, review Framework Plan, teach, assess, review Progress

6 R eview teaching plan – go back to the Framework P lan learning objectives from the Framework Day to day t eaching and learning. Gathering evidence for all assessment focuses. A ssess – using evidence gathered complete Writing Assessment Guideline Sheet Formative How might I need to review and modify my planning in light of the next steps identified?

7 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 is all about moving away from formal testing and directly linking assessment / teaching and learning.

8 The process of assessment that informs APP is important because it helps to determine: successes gaps progress weaknesses

9 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)

10 The APP approach

11 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. Writing: making a level judgement

12 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.

13 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.

14 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.

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

16 Example assessment guideline – Writing          

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18          

19 Let’s take a break!

20 What’s new?

21 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.

22 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.

23 Before planning time – some Talk for Writing activities to warm us all up! Spiderman’s Pocket.

24 Crossing the River

25 Alphabet Race

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. ? ? ? ?

27 Meet Joe! Year 1 Secure level 1

28 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.

29 Where next for Joe and his group? What are the next steps in their learning? How can we best plan for progression?

30 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

31 Year 1 Strand 11 Compose and write simple sentences independently to communicate meaning. Use capital letters and full stops when punctuating simple sentences.

32 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. Support for Writing Materials; Steps in Learning

33 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.

34 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.

35 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.

36 APP Action Plan The development of AfL with APP

37 PROCESS 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

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

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

40 APP Reading in place 2 X INSET Levelling Reading using Sample Pupils Reading Evidence Gathering Sample pupils INSET Reading Familiarise with AFs & Standards Files 2 x INSET Levelling Reading using Standards Files INSET Evidence Gathering Cross- Curricular Opportunities INSET Guided Reading and Reading Records Guided Reading in all classes established Reading Moderation Meeting Reading Evidence Gathering Summer Term 2009 Autumn Term 2009 Spring Term 2010 Summer Term 2010 Autumn Term 2010

41 INSET Writing Familiarise with AFs & Standards Files INSET Evidence Gathering Cross- Curricular Opportunities 2 x INSET Levelling Writing using Standards Files INSET Guided Reading and Reading Records 2 x INSET Levelling Writing using Sample Pupils INSET Reading Familiarise with AFs & Standards Files 2 x INSET Levelling Reading using Standards Files 2 X INSET Levelling Reading using Sample Pupils Writing Evidence gathering Sample pupils Writing Evidence Gathering Writing Moderation Meeting Writing Moderation Meeting Writing Moderation Meeting Writing Evidence Gathering Writing Evidence Gathering APP Writing in place APP Reading in place Reading Evidence Gathering Sample pupils Reading Evidence Gathering INSET Evidence Gathering Cross- Curricular Opportunities Guided Reading in all classes established Reading Moderation Meeting Summer Term 2009 Autumn Term 2009 Spring Term 2010 Summer Term 2010 Autumn Term 2010

42 INSET Guided Maths and Record Keeping Guided Maths in all classes established INSET Evidence Gathering Cross- Curricular Opportunities INSET Maths Familiarise with AFs & Standards Files 2 x INSET Levelling Maths using Standards Files Summer Term 2009 Autumn Term 2009 Spring Term 2010 Summer Term 2010 Autumn Term 2010

43 INSET Writing Familiarise with AFs & Standards Files INSET Evidence Gathering Cross- Curricular Opportunities 2 x INSET Levelling Writing using Standards Files INSET Guided Reading and Reading Records 2 x INSET Levelling Writing using Sample Pupils INSET Reading Familiarise with AFs & Standards Files 2 x INSET Levelling Reading using Standards Files INSET Guided Maths and Record Keeping 2 X INSET Levelling Reading using Sample Pupils Writing Evidence gathering Sample pupils Writing Evidence Gathering Writing Moderation Meeting Writing Moderation Meeting Writing Moderation Meeting Writing Evidence Gathering Writing Evidence Gathering APP Writing in place APP Reading in place Reading Evidence Gathering Sample pupils Reading Evidence Gathering INSET Evidence Gathering Cross- Curricular Opportunities INSET Evidence Gathering Cross- Curricular Opportunities INSET Maths Familiarise with AFs & Standards Files Guided Reading in all classes established Guided Maths in all classes established Reading Moderation Meeting 2 x INSET Levelling Maths using Standards Files Summer Term 2009 Autumn Term 2009 Spring Term 2010 Summer Term 2010 Autumn Term 2010

44 PROCESS 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

45 Summer 2009 Spring 2010 APP Timeline Autumn 2009 Where do you want to be by Spring 2010?

46 Summer 2009 Spring 2010 APP Timeline APP in place for writing Autumn 2009 Where will you need to be in Autumn 2009 to reach your 2010 target?

47 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.

48 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.

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

50 What do we need to do next? Do we have all we need to be successful? What support do we need to ensure success? Evaluations please!


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