1. Managing Assessment at KS1&2 What do we assess, how and when do we assess it and how do we measure pupils’ attainment? NC has given us flexibility for – coherence - learning across the curriculum – Inclusion - adapting teaching and learning to pupils’ needs

2. What Enabling Principles do we need? (Ofsted): Do teachers assess pupils’ work thoroughly and use assessments to help and encourage pupils to overcome difficulties? – Judgements should focus upon how well teachers look for gains in learning, gaps in knowledge and areas of misunderstanding in their day-to- day work with pupils –This will include marking, questioning of individuals and plenary sessions

3. Cont. –Clues to the effectiveness of formative assessment are how well teachers listen and respond to pupils, encourage, and, where appropriate, praise them, recognise and handle misconceptions, build on their responses and steer them towards clearer understanding. –Effective teachers encourage pupils to judge the success of their own work and set targets for improvement. –They will take full account of the targets set out in individual education plans for pupils with special educational needs.

4. Advice on Homework/Classwork Work given to pupils, whether at home or in class should –be planned to integrate with class topic; be planned for progression –Be varied and planned to support/develop basic skills –be tailored to individual learning needs –help pupils to learn independently –enable them to succeed and see their learning –extend and challenge their thinking –enable them to discuss their thinking with others, esp. parents! –Be regularly and constructively marked.

5. Effective assessment for attainment and progress Teachers know individual pupils well, including those from particular groups or with SEN, and are fully aware of their physical, emotional and intellectual needs. They respond to them in a positive and supportive way. The school has effective practices to identify how well pupils are making progress. This identification is followed by good diagnosis of what pupils do well and how they might improve. Systematic monitoring of pupils leads to changes or modifications to the curriculum, or to individual support for pupils’ performance and development. PLANNING

6. Contexts - the task & the teaching What in the unit are you trying to test? Why? –Knowledge of events, skills, planning, presentation, When in a unit does the task come? –Does it have a purpose in relation to the teaching & learning? –Is it formative or summative? What key element(s) are being targeted? –Chronology; K&U of events, people, changes; interpretation; enquiry; organisation & communication

7. Design - making the most of learning, interest and ability Is it a “different” task? –Allowing for variety of skills/thinking/interests –Enhance learning and identify strengths & weaknesses Is it a “differentiated” task? –Does it suit your students, make the most of their strengths, challenge them? –Is it within their ability to succeed? What outcomes do you expect? –Do pupils know what you expect? Do they have clear instructions? –Do they know what skills are being developed/tested?

8. Marking & Moderation What are your expected outcomes? –Do you plan outcomes against levels of attainment? –D you measure attainment against other subjects? Do you moderate across the year group? Do you undertake sample trialling with other schools? –The liaison groups could be the right forum? Do you keep and refresh sample portfolios?