Life Without Levels – Applying Revised Blooms Taxonomy to Assess a Mastery Approach Within Maths Brook Field Primary School Mr D Clarke Miss R Taylor

A large Primary School with 420 pupils, situated in the West Swindon area A rich and diverse demographic with a range of different nationalities and cultures, but mainly White British A dedicated and committed team of: 20 teachers 7 Year Group TAs 12 SEN TAs Office, MDSA and Site Manager

Life With Levels!

Life Without Levels ? ?

Areas For Improvement Difficult to always get a real feel for the progress of a child through work scrutiny. Were the calculations, strategies and levels of challenge progressing through the year? Were we getting a real sense that strategies and calculations developed, were being applied and manipulated within different contexts and strands of maths?

Previous Maths Planning Too Much Just cracked the surface before moving on!!!!

Teach Column addition and subtraction every term (but use bigger numbers) Application Mastery – Little V Large Chunks Teach Column addition and subtraction once, for a longer period of time, using it for: Adding perimeter Money Problems Adding fractions Adding in long multiplication…….

Why use revised Blooms? As a continuation and development from current practice To further enable and support the depth and breadth when planning Identifies simple to most difficult skills Align New Curriculum objectives effectively to assessment techniques and standards Incorporate the knowledge to be learned (knowledge dimension) and cognitive process to learn To develop resourceful independent thinkers and problem solvers To facilitate questioning – emphasising the oral role within the National Curriculum Assess children on multiple learning outcomes

Generating new ideas, products of ways of viewing things Judging the value of a product for a given purpose, using definite criteria Breaking information into parts to explore understandings and relationships Using information in concrete situations Grasping the meaning of material Remembering previously learnt material Developing our expertise in using Blooms Taxonomy

Fractions Create a PowerPoint presentation game for others to play. Explain or choose a diagram or picture to represent the hardest fraction to use in a game. Design a survey to find out which fractions are easy and which are hard. Graph your results. Draw a diagram which show ‘these’ fractions, or use an iPad, then label. Find items that you can use to show ’these’ fractions. List the fractions you know and can show. Take an objective and ‘Bloom’s’ it

List the properties of your shape.

Find items that you can use to show the shape. List the properties of your shape.

Find items that you can use to show the shape. Draw a diagram or take a photograph of the shape.

List the properties of your shape. Find items that you can use to show the shape. Draw a diagram or take a photograph of the shape. Identify where the shape is found in the classroom and school.

List the properties of your shape. Find items that you can use to show the shape. Draw a diagram or take a photograph of the shape. Identify where the shape is found in the classroom and school. Explain why the shapes are used in the places that they are.

List the properties of these shapes. Find items that you can use to show these shapes. Draw a diagram or take a photograph of the shape. Identify where the shape is found in the classroom and school. Explain why the shapes are used in the places that they are. Create a home for our class mascot, that includes 4 of the 3D shapes. Label the properties.

Brook Field Primary School Assessment Framework 2015 Judgement What this means BLOOMS For summative tracking purposes this equates to a score E Entering The child is beginning to be able to remember some of the objectives for current year group Remembering 1 D Developing The child is beginning to understand the objectives for that year group Understanding 2 D+ Developing + The child is understanding most of the year groups objectives Understanding (& elements of Ap.) 3 S Secure The child is beginning to show that they can apply acquired knowledge in different ways/to a new challenge Applying 4 S+ Secure + The child has greater confidence and ease at which they can apply acquired knowledge Applying (&elements of An, Ev, Cr) 5 M Mastery The child is able to examine information, make inferences, share opinions based on evidence, show the objectives in a different way. Analysing Evaluating Creating 6 At each ‘depth of understanding’ it is of only ‘the objectives taught so far’ The tool by which assessments can be formed, pertinent to the objectives taught so far Score of 1 – 6 same for each year group. SIMS calculates the cumulative data to inform progress over time

Using Blooms to aid summative assessment judgements, leading to data entry weeks