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The Essentials Curriculum Chris Quigley

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1 The Essentials Curriculum Chris Quigley
Life Without Levels The Essentials Curriculum Chris Quigley

2 The Essentials Curriculum
There are Learning Objectives for each subject

3 There are 3 Milestones Milestone 1: Year 1 and Year 2
Each Milestone takes 2 years to complete. National Expectations: will be AT National Standard at the end of Year 2 and Year 6. Advancing 2 is AT National Standard The three milestones are stages of development; each covers a two year period. With Levels, it was like driving a lorry too fast. The lorry had covered vast distances, but without the depth to ensure understanding. The two year period slows the lorry down, allowing time to stop and explore on the way. Sometimes in learning, you need to consolidate and revisit. Milestone 1 reflects the National Standards at the end of KS1. Milestone 3, reflects the National Expectations for the end of KS2. Milestone two, provides a midpoint.

4 Age-Related Expectations
Depth of Learning Throughout the Milestones children will be developing the breadth and the depth of their learning against the Milestone Indicators and Curriculum 2014. Age-Related Expectations Age-related expectation for the end of Years, 1,3, 5 Basic (Supported) Age-related expectation for the end of Years 2, 4, 6 P R O G E S I N Advancing (Prompted) Basic: dipping toes in Advancing: snorkelling Deep: digging for pearls Deep (Independent)

5 What are we aiming for? Are we nearly there yet?
Basic 1: Driving with instructor, backing With Mum and Dad without Mum holding tightly on the door handle and inadvertently breaking at every opportunity Basic 2: passing the test Advancing 1: you need to practice and widen and deepen your experience. Motorways, in the rain, in the dark, with friends chatting, Time behind the wheel to be come very confident and make safe, split second decisions Advancing 2: driving all types of cars, abroad, right hand drive Deep: intercontinental lorry drivers

6 Deeper learning is transferring skills to solve problems
Removal of levels The government has removed levels. They felt there was a pressure to race through the levels without securing understanding. Levels sometimes were based on a ‘best fit’ and left some aspects of learning untouched; hence some children had huge gaps in their learning. They appeared to understand, but when they needed to use the skill several months later, they were unable to answer questions. AWL is very much a 3d approach. Children are using knowledge to apply to different situations and solve problems: as in the cartoon above. In the picture, the child dragging the rocks is higher up the hill. The child with the chisel has used deep thinking skills and applied his previous learning to solve a problem. In the long run, this type of learning will overtake the other child. Using AWL, it is the teacher who uses questioning skills and differentiated activities to provide the correct cognitive challenge and deepen the learning. It is the child who is able to evaluate their learning and decide independently on how they can improve.

7 A different type of teaching.
The guide on the side The sage on the stage


9 Each L.O. has progress measures for each Milestone

10 In order to gain a depth of learning, children must have widespread examples of how they have transferred their skills in one area to problem solve in another. We have 10 essential learning objectives for writing. These are the same for each year group; they are just studied to a different level. For instance in Y1 punctuation will include finger spaces, capital letters and full stops. In year 6, it will include all the punctuation taught throughout all years. Once taught, these skills become non-negotiable. The teachers expect children to use them each time they write. Each L.O. has assessment criteria – Key Milestone Indicators with expectations at each standard: BASIC, ADVANCING, DEEP


12 STICKER MARKING We use sticker marking to inform challenge questions
STICKER MARKING We use sticker marking to inform challenge questions. The children respond to them using a purple pen. From their answers, the teacher is able to judge the depth of the child’s learning and understanding. The teacher then uses this to inform each child’s next steps.

13 One of the most powerful ways of moving children’s learning forward is for children to self mark and proof read their work. Here they have used a colour coded system. Children use purple pen to say what they have done well and how they could improve next time. Sticker marking allows the teacher to give a challenge question to assess their understanding of the learning and to inform the next steps. The colour coded system. Children proof read and self assess Teachers use sticker marking to provide challenge questions to assess understanding. They will know from the answers where the child needs to go next. They may have completely misunderstood and therefore need more time to consolidate the learning. They may understand the concept and need to use the same learning in a new situation to show they can transfer the skills. The teacher plans the questions on the stickers during their planning time. This ensures that the questions match the correct cognitive domain and push the learning forward. They are open ended and require an answer from the children. Books show that sticker marking has rapidly moved the learning forward. Children are very confident in discussing their learning and are proud of their understanding. This method has been recognised by Ofsted and both East Sussex and Kent County Councils as leading the way in Assessment Without Levels.



16 Parents’ evening At parents’ evening, because of the early stages of Assessment Without Levels, in addition to the beginning of the year, the most likely assessments will be: Basic 1 Basic 2 Advancing 1 or as progress is judged against age - related expectations: Key Attainment Below National Standard Working towards National Standard At National Standard Working Towards Mastery Mastery Standard Effort Much more effort needed More effort needed Average effort Good Effort Exceptional Effort

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