3. How well do you know the National Curriculum?

4. Apostrophes for contracted forms and the possessive (singular).

5. Find the effect of dividing a one- or two- digit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths

6. Solution Assessment Without Levels September 2014

7. Data (as we knew it) is dead! Intelligence on the child as a learner

8. Only 9% of pupils take the expected pathways through Key Stage Two, Key Stage Three and Key Stage Four Levels. (National Pupil Database) The myth of progress What we think progress looks like

9. What it actually looks like

11. What can be assessed?

13. What lies beneath? Band Progression Sheets _______________________ Progression Frameworks Regular moderation Spelling scheme Guided reading assessment Book banding aligned Stickers to evidence writing statements Mastery task force Links with Maths Hub Curriculum design

14. Assessment without Levels Band Progression Sheets Moderation Mastery Task Force Exemplification materials

15. Beginning Beginning + Working Within Working Within + Secure Secure +

16. Intelligence of the child as a learner Statistical data Work scrutiny- pace, precision, thought and developmental processes over time Learning behaviours - how do they engage with learning and how can we best enable this. Emotional intelligence - the personal attributes,the resilience and tenacity of the learner to gain maximum progress. Mapping curriculum coverage - doing less better Agility of transference- being a discerning and discriminating user of prior learning

17. Up next! Science Band Progression Sheets Assessing Spoken Language Band Progression Sheets Online Exemplars for each year group SOLO Taxonomy to ensure agility of transference Mastery Task Force

18. Most importantly Think about what is right for your school Start with big ideas Identify learning progressions Establish checkpoints Determine where the evidence will come from Think about how the evidence will be accumulated Set targets thoroughly