2. Using AFL to Teach JC2
O Power

3. Using AFL to teach JC2 - Outline
New English Subject Specification
Assessment Model in Specification
AFL and the Subject Specification
Lesson using AFL to teach JC2

4. 1. New Junior Cycle English
“Subject Specification” finalised October 2013
Contains details about:
“Indicative” and “prescribed” texts
What to teach (39 Learning Outcomes)
How to teach (Assessment)
Implementation September 2014

5. 2. Assessment Model in Specification
Assessment for Certification
Assessment in Classroom Practice (How to teach)

6. Assessment for Certification

7. Assessment for Certification
Third Year
(1x In-School Assessment 25% & Final Assessment 60%)
Second Year (1 x In-School Assessment 15%)
First Year

8. Assessment in Classroom Practice (How to teach)
“Assessment in Junior Cycle English rests upon the provision for learners of opportunities to set clear goals and targets in their learning and upon the quality of the focused feedback they get in support of their learning. Providing focused feedback on their learning to students is a critical component of high-quality assessment and a key factor in building students’ capacity to manage their own learning and their motivation to stick with a complex task or problem. Assessment is most effective when it moves beyond marks and grades to provide detailed feedback that focuses not just on how the student has done in the past but on the next steps for further learning…..
Formative Assessment”
P 15 “Junior Cycle English Subject Specification”

9. Assessment in Classroom Practice (How to teach)
Provision of clear goals and targets
Focused feedback
Building students’ capacity to manage their own learning
Assessment moves beyond marks and grades
Provide detailed feedback focused not just on the past but on the next steps for further learning…..
Formative Assessment…

10. 3. Assessment for Learning and the Subject Specification
This Formative approach to Assessment is a common theme in other JC2 documents issued by the NCCA…
The NCCA’s Assessment for Learning techniques are suited to putting this approach into practice.
Their introduction to AFL is called “Assessment is more than Just Exams”

11. newjuniorcycle.deansrathcommunitycollege.ie

13. 3 Basic AFL Techniques Sharing the Learning Intention
Sharing the Criteria for Success
Feedback linked to Learning Intention and Success Criteria

14. 3. Assessment for Learning and the Subject Specification
How does the approach to classroom assessment outlined in the Subject Specification relate to these 3 AFL basics?

15. Formative Assessment Sharing the Learning Intention
Provision of clear goals and targets
Building students’ capacity to manage their own learning
Formative Assessment

16. Formative Assessment Sharing the Criteria for Success
Provision of clear goals and targets
Building students’ capacity to manage their own learning
Formative Assessment
Assessment moves beyond Marks and Grades

17. Next steps for further learning
Feedback linked to Learning Intention and Criteria for success
Provision of clear goals and targets
Building students’ capacity to manage their own learning
Formative Assessment
Next steps for further learning
Assessment moves beyond marks and grades

18. 4. Lesson Using AFL to teach JC2
What to teach?
3 of the 39 Learning Outcomes detailed in the subject Specification
How to teach?
3 basics of Assessment for Learning as outlined by the NCCA
When?
November 6th, 7th, 8th, 11th
Who?
2nd Year English (Rang Ailbhe, Cian, Ide)

19. Learning Outcomes Chosen
Deliver a short oral text, alone and/or in collaboration with others, using appropriate language, style and visual content for specific audiences and chosen purposes (S 5)
Demonstrate their understanding that there is a clear purpose for all writing activities and be able to plan, draft, re-draft, and edit their own writing as appropriate (W 1)
Engage with and learn from models of oral and written language use to enrich their own written work (W 5)
Apply what they have learned about the effectiveness of spoken texts to their own use of oral language (S 11)

20. Lesson Task “Writing and Making a Speech” Lesson had 5 Stages
Each Stage targets one or more of the Learning Outcomes
Each Stage uses one or more AFL Methodology

21.  Lesson Plan Second Year English November 2013 “Writing and Making a Speech”
Resources:
“Warhorse” by Michael Morpurgo /English Subject Specification/Student Copies
Time
3-4 Lessons
Learning Outcomes
Stage 1-5 Deliver a short oral text, alone and/or in collaboration with others, using appropriate language, style and visual content for specific audiences and chosen purposes (S 5) 
Stage 2 Demonstrate their understanding that there is a clear purpose for all writing activities and be able to plan, draft, re-draft, and edit their own writing as appropriate (W 1)
Stage 3-5 Engage with and learn from models of oral and written language use to enrich their own written work (W 5)
Stage 3-5 Apply what they have learned about the effectiveness of spoken texts to their own use of oral language (S 11)
Stage 1
What we’re doing
Why we’re doing it
How do we know we’re doing it right
AFL
Sharing the Learning Intention/ Sharing the Criteria for Success
Stage 2
Writing and Drafting Speeches
Feedback linked to Learning Intention and Criteria for success & Comment – Only Marking
Stage 3
Practice Speaking/Peer & Teacher Feedback
Feedback linked to Learning Intention and Criteria for success
Stage 4
Speeches/active listening
Questioning and Answering
Stage 5
Homework/Teacher Feedback

22. Stage 1 – Mapping the Lesson
Sharing the Learning Intention
Why are we doing this?
To learn how to plan your talk
To learn how to speak clearly to a group
To learn how listen and respond well.
How are we doing this?
1. Planning your talk – writing and speaking
2. Speaking and Listening
How do we do it right?
Your talk is easy to read
You speak in a slow, clear, calm voice
You ask and answer questions from the class
Sharing the Criteria for Success

23. Stage 2: Planning your Talk
Write a talk about “Warhorse”
You must write 4 paragraphs:
The story
The Characters – their personalities
Is the ending any good? – give 3 reasons why
What would you change about the novel?
Feedback linked to Learning Intention and Criteria for success

24. Stage 3 Practise your talk
Practise Reading your talk out loud in groups of 2/3
Speakers:
Speak slowly, clearly, calmly
Listeners:
Listen quietly and respectfully,
Give each speaker a mark/10 for how slowly, clearly and calmly they speak
Feedback linked to Learning Intention and Criteria for success

25. After you listen…advise
Student
Clear x/10
Calm x/10
Slow x/10
After you listen…advise

26. Stage 4 – Making your Speech
Read your talk out loud to the class
Speakers:
Speak slowly, clearly, calmly
Answer the Listeners’ questions
Listeners:
Listen quietly and respectfully
Prepare 3 questions for the speaker
Ask your questions when the speaker has finished

27. Feedback
I gave students’ speeches comment-only marking on 7th and 8th November
Students used the calm/slow/clear table to give feedback to one another in changing pairs/threes on 8th November
I gave students feedback using the same tool on 8th November
I gave students ‘follow up’ questions on 11th November for homework

28. Stage 5 - Follow up Questions
What questions were you asked when you were teaching the class about Warhorse?
What answers would you change if you gave another speech?
Were you happy with your speech?
Were you calm?
Were you clear?
Did you speak slowly?
Write a letter to a 6th Class student who is making a speech to his/her class. Give him/her some advice about:
Writing the speech
Speaking
Taking questions from the audience
Feedback linked to Learning Intention and Criteria for success

29.  Lesson Plan Second Year English November 2013 “Writing and Making a Speech”
Resources:
“Warhorse” by Michael Morpurgo /English Subject Specification/Student Copies
Time
3-4 Lessons
Learning Outcomes
Stage 1-5 Deliver a short oral text, alone and/or in collaboration with others, using appropriate language, style and visual content for specific audiences and chosen purposes (S 5) 
Stage 2 Demonstrate their understanding that there is a clear purpose for all writing activities and be able to plan, draft, re-draft, and edit their own writing as appropriate (W 1)
Stage 3-5 Engage with and learn from models of oral and written language use to enrich their own written work (W 5)
Stage 3-5 Apply what they have learned about the effectiveness of spoken texts to their own use of oral language (S 11)
Stage 1
What we’re doing
Why we’re doing it
How do we know we’re doing it right
AFL
Sharing the Learning Intention/ Sharing the Criteria for Success
Stage 2
Writing and Drafting Speeches
Feedback linked to Learning Intention and Criteria for success & Comment – Only Marking
Stage 3
Practice Speaking/Peer & Teacher Feedback
Feedback linked to Learning Intention and Criteria for success
Stage 4
Speeches/active listening
Questioning and Answering
Stage 5
Homework/Teacher Feedback