1. ICT & Computing Focussing on Assessment and progress Use of Rubrics for Project based learning tasks Use of Rubrics for Project based learning tasks Areas of Learning The Puzzle of assessing progress – as it changes How to record and feed back progress and targets Setting up the Learning environment

2. How to juggle students at different stages

3. Developing Programming capability Basic Blocks Sprites Movement Looks Story-telling Connecting Blocks Program Control structures Variables and blocks of code Connecting Purpose to user Game with purpose Game that works Structures that are clear and effective Using Scratch to create a game

4. Developing Programming capability Basic Blocks Sprites Movement Looks and costumes Basic input and output Story-telling Connecting Blocks Program Control structures Variables and blocks of code Connecting Purpose to user Game with purpose Game that works Structures that are clear and effective Using Scratch to create a game Setting up stages of skills from basic novice level to mastery level

5. Connecting SOLO to assessment rubrics Basic Blocks Label Band 1 Connecting Blocks Label as Band 2 Connecting Purpose to user Label as Band 3 Padawan Knight Master

6. Transfer to other areas in similar way Band 1 Band 2 Band 3

7. Assessment Criteria – teacher speak version Criteria assessed need to be clearly defined – no more than 5 so that students can focus on these aspects for improvement

8. Student Speak Padawan Knight Master

9. What should I do next? – Aiming for Progress Cut down student speak version to create cards that can be used in class to prompt students about what they need to do next – recognising where they are at the moment.

10. Questions to develop understanding Questions used by teachers to prime questioning of students. Used in worksheets, prompt cards or as prompts for online AfL activities.

11. Teacher – Tracking progress Can be printed so that teacher can assess in the class as the students are working – or when browsing work online Updates the matrix automatically

12. E-Tools for Learning What tools can be used to aid students and staff?

13. Use of Edmodo quizzes to assess understanding Areas for focus by teacher become clearer

14. Analysing Progress and Reporting/Teacher feedback Level for students arises from aspects being assessed Number of criteria can be changed and marks needed for a band can be changed

15. What next?

16. http://stpetersca.edu20.org/ Extend Edmodo and use other online environments e.g. Use of EDU 2.0 to implement with students in higher year groups

17. Course creation tools available

18. Other tools to create and feed criteria to students

19. Personalise learning Use of online tools can allow teacher to use time outside lesson to direct feedback to individuals.

20. Use of online badges to reward students Incentives that reflect improving ability and skill levels. Points make… Padawan Knight Master

21. Directed Improvement and Reflection Time Students identify a piece of work that they need to improve; time in class is allowed to revisit. For this to work the teacher needs to direct feedback so that the student knows what they need to work on (choice is limited to work that will have greatest effect for that student).

22. What is next? Consolidate the work and allow for time to embedding it into schemes of work, and transfer between each key stage for the remaining units this year. Need to improve focus and communicate at different levels.