Calderdale and Kirklees SCITT June 2015 Ian Ross To continue to understand the common terms used in assessment and pupil progress To develop skills in AfL to support progress of pupils To moderate some maths work to ensure consistency Wh at has this got to do with Curriculum 2014? Which year group? Why? Good AfL leads to good progress Assessment does not sufficiently inform teaching and learning. How do you assess now? What do you use your assessments for? What evidence do you use to inform your judgements? Close-up = day-to-day Standing back = periodic Public view = transitional Assessment for learning Is part of effective planning Focuses on how pupils learn Is central to classroom practice Is a key professional skill Is sensitive and constructive Fosters motivation Promotes understanding of goals and criteria Helps learners know how to improve Develops the capacity for self (and peer) assessment Recognises all educational achievement planning for peer and self assessment sharing and talking about learning objectives, outcomes and success criteria observing and listening giving oral and written feedback explaining and modelling questioning For each slide decide on a year group and explain your reasoning. You can talk to your neighbour! Be accountable for pupils attainment, progress and outcomes Be aware of pupils capabilities and their prior knowledge, and plan teaching to build on these Guide pupils to reflect on the progress they have made and their emerging needs Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching Encourage pupils to take a responsible and conscientious attitude to heir own work and study. Have a go at deciding as a group of 3 or 4 what level each of these children are working at. How do you know? What are their next steps? Most schools will use an electronic tracking system e.g. target tracker. You input the data and it does it all for you. But. A manual system helps you get to grips with expected progress and identifies groups that arent doing as well. Some schools still use the grey box sheets and some even use the pink box sheets. In pairs of mixed year groups work through your examples of work. Why have you chosen a level for a child? What progress have they made? What are your next steps? Does your partner agree? Share your findings with the Group.