Presentation on theme: "P scales – P1 to P3: Descriptions for P1 to P3 are each subdivided into two steps, P1(i), P1(ii), P2(i), P2(ii), P3(i) and P3(ii). They are common across."— Presentation transcript:
P scales – P1 to P3: Descriptions for P1 to P3 are each subdivided into two steps, P1(i), P1(ii), P2(i), P2(ii), P3(i) and P3(ii). They are common across all subjects.
P scales – P1 to P3: P1 to P3 outline general performance (based on research into communication, interaction and cognitive development) that pupils with learning difficulties might demonstrate.
Assessment below Level 1 – P1 to P3: Subject-focused examples of responses are included in the descriptions, in italics, to illustrate ways in which staff might identify attainment in different subject contexts.
Example – P1(ii) in English: P1(ii) Pupils show emerging awareness of activities and experiences. They have periods when they appear alert and ready to focus their attention on certain people, events, objects or parts of objects, for example, attending briefly to interactions with a familiar person. They may give intermittent reactions, for example, sometimes becoming excited in the midst of social activity.
The Using the P Scales pack offers: video – illustrations of pupil responses the P scales supporting evidence guidance booklet – clarifying ideas about the uses of the P scales close links with other guidance and websites etc.
Using the P Scales – key messages On assessment: P scales do not meet all assessment needs schools should make ongoing use of other systems, materials and approaches.
Using the P Scales – key messages On evidence: value of variety of forms of evidence key role for observation no need for tests or set tasks no need for masses of evidence key role for annotation.
Using the P Scales – key messages On progress: pupil profiles highly individual no expectations of typical progress progress within a level important P scales used to track linear progress within subject and lateral progress across subjects.
Using the P Scales – key messages On making judgements: use a best fit approach no need to quantify key role for professional judgements do involve other staff members make judgements over time, in range of contexts, with variety of forms of evidence.
Using the P Scales – key messages On moderation: moderation is staff development use multiple items of evidence collaborate – between staff in school and between schools moderate in cycles – in class, in whole school, between schools, locally regionally, nationally.