1. © Crown copyright 2008 Slide 1 AfL with APP for progression at Key Stages 2 and 3 Alan Howe Senior Director National Strategies

2. © Crown copyright 2008 Slide 2 AfL with APP Planning for progression Strengthening subject pedagogy Tracking pupils’ progress Tracking pupils’ progress including AfL and APP Providing personalised intervention © Crown copyright 2008 Slide 2.2

3. © Crown copyright 2008 Slide 3 The Assessment Reform Group has defined assessment for learning as ‘the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.’ Assessment for learning: 10 principles, Assessment Reform Group, 2002

4. © Crown copyright 2008 Slide 4 The Assessment Reform Group has defined assessment for learning as ‘the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.’ Assessment for learning: 10 principles, Assessment Reform Group, 2002

5. © Crown copyright 2008 Slide 5 Where are we with assessment? Ofsted’s most common finding: assessment does not sufficiently inform teaching and learning

6. © Crown copyright 2008 Slide 6 Assessment: ways of looking Close upStanding back Public view

7. © Crown copyright 2008 Slide 7 Standing back Public view Close up Day- to-day Periodic Transitional

8. © Crown copyright 2008 Slide 8 Day-to-day Periodic Transitional Learning outcomes shared with pupils Peer- and self-assessment Immediate feedback and next steps for pupils Broader view of progress for teacher and learner Use of national standards in the classroom Improvements to curriculum planning Formal recognition of achievement Reported to parents/carers and next teacher/school May use tests/tasks from national sources Key features

9. © Crown copyright 2008 Slide 9 The APP process At regular intervals, teachers review pupils’ work (written, spoken and observed) using assessment focuses and assessment criteria to build a profile of their attainment They access additional APP support and resources to make this consistent, rigorous and reliable: –They select the appropriate ‘level boundary’ and arrive at judgements using the assessment guidelines sheet –They use annotated examples of pupils’ work (standards files) as reference points and benchmarks –They undertake in-school standardisation and moderation with colleagues

10. © Crown copyright 2008 Slide 10 APP in action: Two teachers’ views Reading at KS3: Bishop Luffa School Writing at KS3: Downlands Community School

11. © Crown copyright 2008 Slide 11 APP materials APP focus area on the NS website: http://nationalstrategies.standards.dcsf.gov.uk/ APP Handbook Standards File Standards Files Assessment Grid Assessment Guidelines APP Guidance Senior leadership

12. © Crown copyright 2008 Slide 12 Publication On the Primary website: Standards files for Reading, writing and mathematics – Y1 – Y6, levels 1 – 5. Guidelines for levels 1 – 5 (and the 1 – 8 sheets) On the Secondary Frameworks website: Oct 08: English and mathematics Handbooks, Standards Files, Assessment guidelines January 09: Science and ICT: all resources Publication and distribution of printed resources Jan 09: distribution by LA: 2 sets provided at Subject leader events

13. © Crown copyright 2008 Slide 13 Subject leader workshops and materials Secondary Summer 08: planning for progression Autumn 08: strengthening pedagogy Spring 09: APP informed assessment Summer 09: personalised intervention Primary Framework CPD for teachers and headteachers – during 08-09, more running in 09-10.

14. © Crown copyright 2008 Slide 14 THE FRAMEWORKS English, mathematics, science and ICT Lines of progression Yearly learning objectives

15. © Crown copyright 2008 Slide 15 APP – part of the AfL Strategy £1000 per school in the 2009/10 Standards Fund Senior leader action to: Start the process of implementing and scaling up Access appropriate support Promote the APP approach across the whole school

16. © Crown copyright 2008 Slide 16 The Assessment Reform Group has defined assessment for learning as ‘the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.’ Assessment for learning: 10 principles, Assessment Reform Group, 2002

17. © Crown copyright 2008 Slide 17 Where are we with assessment? Ofsted’s most common finding: assessment does not sufficiently inform teaching and learning

18. © Crown copyright 2008 Slide 18 An Ofsted view ‘Effective practice in assessment for learning derived from very strong direction by senior leaders, whose continued drive filtered through to other key leaders in school to set clear expectations for teaching and learning, and an agreed commitment for consistent classroom practice. Senior leaders made judicious selections from National Strategy training and materials.’ Assessment for learning: the impact of National Strategy support, Ofsted, Oct 2008

19. © Crown copyright 2008 Slide 19 Successful leadership: Strategies and tactics Collecting, monitoring, analysing and using information ‘Attention to detail was a remarkable feature of these schools, not least in the compilation and use of information about what was happening. Both student progress and teaching standards were regularly, frequently and closely observed, recorded and analysed….The analyses were then used to inform planning and the deployment of effort resources, including precious time. Pupils and staff reported that this approach was comfortable and liberating rather than irritating and oppressive.’ ‘Successful Leadership for promoting the achievement of white working class pupils’ – report prepared by Denis Mongon and Christopher Chapman NCSL/NUT November 2008

20. © Crown copyright 2008 Slide 20 A Subject Leader’s View “We find it very helpful for our professional development, as well as checking our marking standards. We use the assessment focuses in our lessons everyday and they have helped us to be very reflective in our task-setting.”