key stage 3 national strategy assessment for learning © crown copyright 2005
TRANSCRIPT
Key Stage 3 National Strategy © Crown Copyright 2005
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Crown copyright statement
The content of this presentation may be reproduced free of charge by schools and local education authorities provided that the material is acknowledged as Crown copyright, the publication title is specified, it is reproduced accurately and not used in a misleading context. Anyone else wishing to reuse part or all of the content of this publication should apply to HMSO for a core licence.
The permission to reproduce Crown copyright protected material does not extend to any material in this publication which is identified as being the copyright of a third party.
Applications to reproduce the material from this publication should be addressed to:
HMSO, The Licensing Division, St Clements House, 2–16 Colegate, Norwich NR3 1BQFax: 01603 723000e-mail: [email protected]
Key Stage 3 National Strategy © Crown Copyright 2005
Objectives
To identify the key features of assessment for learning in good teaching and learning
To identify strategies for improving assessment for learning
Slide 1.1
Key Stage 3 National Strategy © Crown Copyright 2005
Assessment for learning – definitions
‘In this paper… the term assessment refers to all those activities undertaken by teachers, and by their students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged.’
Black, P. and Wiliam, D. (1998)
‘Assessment for learning is… the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.’
Assessment Reform Group (2002)
Slide 1.2
Key Stage 3 National Strategy © Crown Copyright 2005
Assessment for learning – key characteristics
Assessment for learning: is embedded in a view of teaching and learning of which it is an
essential part involves sharing learning goals with pupils aims to help pupils to know and recognise the standards they are
aiming for involves pupils in [peer and] self assessment provides feedback, which leads to pupils recognising their next steps
and how to take them promotes confidence that every pupil can improve involves both teacher and pupils reviewing and reflecting on
assessment data [information]
Assessment for learning: beyond the black boxAssessment Reform Group (1999)
Slide 1.3
Key Stage 3 National Strategy © Crown Copyright 2005
Should we adopt assessment for learning across our school as a focus for improving teaching and learning?
Slide 1.4
Task
Key Stage 3 National Strategy © Crown Copyright 2005
Ready for more?
Next half-term ‘have a go’.
Step 1Focus on one or two ‘key characteristics’ on handout 1.5 and identify some strategies to trial in a series of lessons
Step 2After the first few lessons, discuss with a colleague what went well and what did not. Persist for a minimum of 20 hours of trialling
Step 3Consider what further support or training might help you trial these strategies
Slide 1.5
Key Stage 3 National Strategy © Crown Copyright 2005
Objectives
To exemplify how assessment of learning can contribute to assessment for learning
To show how assessment for learning can: – help motivate pupils– encourage pupils to take more responsibility for their
own learning– actively involve pupils in setting their own individual
targets
Slide 2.1
Key Stage 3 National Strategy © Crown Copyright 2005
Assessment for learning – key characteristics
Assessment for learning: is embedded in a view of teaching and learning of which it is an
essential part involves sharing learning goals with pupils aims to help pupils to know and recognise the standards they are
aiming for involves pupils in [peer and] self assessment provides feedback, which leads to pupils recognising their next steps
and how to take them promotes confidence that every pupil can improve involves both teacher and pupils reviewing and reflecting on
assessment data [information]
Assessment for learning: beyond the black boxAssessment Reform Group (1999)
Slide 2.2
Key Stage 3 National Strategy © Crown Copyright 2005
Factors that contributed to the pupils’ learning
Making the learning objectives and learning outcomes clear to pupils
Placing the learning objectives in a longer-term context
Allowing time to think before answering questions
Providing oral feedback which helps move pupils on
Requiring pupils to self and peer assess
Training pupils how to work collaboratively
Familiarising pupils with the summative assessment criteria
Focusing feedback on specific targets for improvement
Allowing pupils to demonstrate their understanding in different ways
Slide 2.3
Key Stage 3 National Strategy © Crown Copyright 2005
Ready for more?
Identify three ways you can carry out assessment for learning usingsummative assessment in your own subject, for example:
adapting National Curriculum level descriptions into pupil-friendly language to enable clearer feedback on progress in the National Curriculum
familiarising pupils with the objectives in subject frameworks
developing regular and planned periodic peer and self assessment opportunities
developing pupils’ skills in group talk
developing class, group and individual target setting
Where is the existing good practice in curriculum target setting in your school?
How can this good practice be shared more widely?Slide 2.4
Key Stage 3 National Strategy © Crown Copyright 2005
Objectives
To define what is meant by learning objectives and learning outcomes
To demonstrate the purpose and importance of sharing learning objectives with pupils
To provide strategies for sharing learning objectives with pupils
Slide 3.1
Key Stage 3 National Strategy © Crown Copyright 2005
Expected outcomes of the unit
At the end of this unit participants will be more confident in planning, using and sharing learning objectives with pupils
All teachers will have started to consider the implications for a consistent approach across the school
Slide 3.2
Key Stage 3 National Strategy © Crown Copyright 2005
What the teacher intends pupils to learn
learning objectives
How achievement will be demonstrated by pupils
learning outcomes
Slide 3.3
Definitions
Key Stage 3 National Strategy © Crown Copyright 2005
Which of the cards would you describe as a learning objective and which as a learning outcome?
Do any fall into both categories?
Do any fall into neither?
Slide 3.4
Task
Key Stage 3 National Strategy © Crown Copyright 2005
Learning objective
To be able to use appropriate language to interpret and compare pie charts
Learning outcome
You can use the key words fraction, percentage and proportion when reading information from a pie chart
Slide 3.5
Example
Key Stage 3 National Strategy © Crown Copyright 2005
Learning objective
To be able to use appropriate vocabulary to describe works of art
The big picture
In knowing the appropriate words to use, you will be better able to study, compare, understand and discuss the work of artists, other pupils and your own work
Slide 3.6
Example
Key Stage 3 National Strategy © Crown Copyright 2005
Slide 3.7
Learning outcomes help teachers and pupils recognise achievement and support assessment and planning
e.g. Most pupils will be able to explain how the energy is transferred when rays of light shine on transparent, opaque and translucent materials
Some pupils will not have made so much progress and will describe what happens when rays of light shine on transparent, opaque and translucent materials
Some pupils will have progressed further and will be able to explain how the energy is transferred when different coloured filters are placed in the paths of the rays of light
Learning objectives for lessons in ‘pupil speak’ involve pupils in the assessment process and promote independent learning
e.g. Use the idea of energy transfer to explain what happens when rays of light shine on transparent, opaque and translucent materials
Teaching objectives are from frameworks or units of study and help teachers provide pupils with the ‘big picture’
e.g. Pupils should be taught to recognise that when light travels from a source it is transferring energy, and use this idea to explain the behaviour of light, including reflection and absorption
Key Stage 3 National Strategy © Crown Copyright 2005
Writing learning objectives – common stems
By the end of the lesson pupils will:
know that … (knowledge: factual information, e.g. names, places, symbols formulae, events)
develop/be able to … (skills: using knowledge, applying techniques, analysing information, etc.)
understand how/why … (understanding: concepts, reasons, effects, principles, processes, etc.)
develop/be aware of … (attitudes and values: empathy, caring, sensitivity towards social issues, feelings, moral issues, etc.)
Learning objectives may also focus on how pupils learn (e.g. ‘to appreciate how peer assessment can help you to improve your own work’)
Slide 3.8
Key Stage 3 National Strategy © Crown Copyright 2005
What strategies did the teacher use to share the learning objectives and outcomes with the pupils?
How did the teacher make sure that the pupils understood them?
Clip 1
Uses ‘WALT and ‘WILF’ to introduce objectives and outcomes
Uses just one learning objective and one learning outcome
Further explains nature of outcome (fact file) and what it will look like
Provides ‘big picture’ in terms of scientists’ concerns regarding the environment
Clarifies understanding of ‘certainty’ through questioning pupils
Assesses pupils’ initial understanding of the ‘facts’ and ‘theories’ themselves and the need to weigh up certainty of scientific understanding (through paddle exercise)
Clip 2
Uses flipchart to share learning objectives and outcomes with pupils
Reflects on learning objectives
Keeps to just two learning objectives
Goes through and breaks down the learning outcomes
Provides success criteria cards
Links success criteria back to principles of good design underpinning learning outcomes on flipchart
Asks questions to probe understanding of learning outcomes and rationale behind them
Sets a brief task to help assess their overview understanding of the planned outcome
Exemplifies the outcome which helps set standard aimed for
Uses success criteria cards to provide reference points during lesson
Clip 3
Overview of lesson placed in context of previous lesson
Uses cards to give stories for pieces of music
Exemplifies achievement of learning objectives and helps set standard by using a piece of music
Provides cards with objectives and success criteria
Pupils are questioned about previous lesson
Questions pupils to ensure they understand ‘elements of music’
Uses a piece of music to exemplify the success criteria
Questions pupils about success criteria
Cards provide reference during lesson Slide 3.9
Key Stage 3 National Strategy © Crown Copyright 2005
If you were a pupil in each of the lessons on the video, would you be clear on: what you were aiming to learn in the lesson (the
learning objective)?
what you were going to do in the lesson (the activity or task)?
what you were expected to demonstrate at the end of the lesson (expected learning outcomes)?
Slide 3.10
Task
Key Stage 3 National Strategy © Crown Copyright 2005
What was the teaching/medium-term objective (from the teaching framework or unit of study) and ’big picture’ for the lesson?
What were the learning objectives in pupil-friendly language for the lesson?
What were the activities or tasks used in the lesson?
What were the expected learning outcomes for the lesson?
What were the actual learning outcomes for the lesson and how did you find out?
Slide 3.11
Task
Key Stage 3 National Strategy © Crown Copyright 2005
Establishing learning objectives
Teaching objectives provide the focus for learning objectives in individual lessons
In foundation subjects, schemes of work/units of study provide medium-term teaching objectives
In most lessons it is better to focus on two or three learning objectives
Some learning objectives might relate to improving how pupils learn (e.g. developing a thinking skill or learning strategy)
There may be a range of learning outcomes from one learning objective
Objectives and intended outcomes have most impact when they are shared in pupil-friendly language to help formulate questioning and focus the plenary
Slide 3.12
Key Stage 3 National Strategy © Crown Copyright 2005
Ready for more?
Ensure there is a clear focus in your planning on what you intend pupils to learn (the learning objectives) and the evidence to demonstrate that pupils have achieved them (the learning outcomes)
Over the next four weeks introduce and focus lessons with learning objectives
Question pupils during the lessons to check that:- they understand the learning objectives- they can explain how they will know when they have achieved
them
Plan the use of questions and plenaries to focus on learning objectives and on recognising learning outcomes. Involve pupils actively in this
Having planned and shard the learning objectives with pupils, focus your written feedback on these objectives
Slide 3.13
Key Stage 3 National Strategy © Crown Copyright 2005
Objectives
To highlight how effective oral feedback develops pupils’ learning
To consider a range of strategies for giving effective oral feedback which can be both formal and informal
To help teachers plan for giving effective oral feedback
To help schools develop a whole-school policy linking and clarifying the relationship between oral and written feedback
Slide 4.1.1
Key Stage 3 National Strategy © Crown Copyright 2005
Oral feedback
Slide 4.1.2
Teacher
Pupil
Pupil
Pupil
Teacher
Pupil
Key Stage 3 National Strategy © Crown Copyright 2005
Some advantages of oral feedback
immediate and context-specific
dynamic and adaptable
ongoing
episodic
stimulating
personalised
versatile
motivating
Slide 4.1.3
Key Stage 3 National Strategy © Crown Copyright 2005
Some possible difficulties of oral feedback
Instant responses from the teacher may not always be well considered Pupils may not act on oral feedback and may not take it seriously.
Other pupils may not listen to it Unplanned responses can become random and fail to develop pupils’
learning in a structured way Oral feedback is ephemeral Pupils may feel exposed by public feedback Pupils may not have the time needed to reflect on the feedback and
respond to it Feedback may not be immediately understood Individuals can dominate question and answer sessions Fast-paced question and answer sessions may be mistaken for
fast-paced learning Time for individual feedback is limited
Slide 4.1.4
Key Stage 3 National Strategy © Crown Copyright 2005
Oral feedback
Specific
Non-specific
Negative Positive
Slide 4.1.5
Key Stage 3 National Strategy © Crown Copyright 2005
Examples of oral feedback comments
You are not making the most of working in a group
I don’t think you have the foreground right
Well done – a well-constructed answer
Your results were not very consistent. You need to make sure you use the same volume of liquid
An excellent answer, but you could develop it further
Yes, good. Your accent is really improving
Slide 4.1.6
Key Stage 3 National Strategy © Crown Copyright 2005
Continuum of oral feedback
Instant, informal reply
Interim review at the end of key episodes during a lesson to build on learning
Planned review with individual or groups of pupils focusing on their targets
Slide 4.1.7
Key Stage 3 National Strategy © Crown Copyright 2005
A suggested sequence for giving individual oral feedback in a planned review
1. Plan feedback which is positive and specific
2. Reinforce the value and importance of the pupils’ contribution
3. Focus on recent learning objectives and learning outcomes in the context of pupil targets
4. Give the pupil(s) time to reflect and respond
5. Encourage the pupil(s) to ask questions to clarify their understanding of the progress they have made
6. Identify and agree the most important next steps in learning and revise pupil targets if necessary
7. Agree immediate and longer-term actions. Clarify when these will be reviewed, by whom, and what evidence will be sought Slide 4.1.8
Key Stage 3 National Strategy © Crown Copyright 2005
Ready for more?
With reference to handout 4.1.2, plan to improve your questioning techniques as a method of giving effective oral feedback
Review which techniques are most successful and consider their use in your short-term planning
With a colleague, observe each other teaching, with an agreed focus on oral feedback. Use the grid on handout 4.1.2 to record which feedback techniques are used. Identify a technique that was effective and discuss together why it was
Experiment with using the suggested sequence for planning a formal review (on handout 4.1.6). Compare experiences with a colleague
In a lesson, plan and explain how pupils might use handout 4.1.4 with pupils to guide their oral feedback to each other
Slide 4.1.9
Key Stage 3 National Strategy © Crown Copyright 2005
Objectives
To recognise the types of written feedback that best help pupils to improve
To focus written feedback on the learning objectives and planned learning outcomes of lessons so that pupils can see the immediate relevance of comments
To develop a strategy to provide written feedback that will better help pupils to improve
To contribute to developing a whole-school policy linking and clarifying the relationship between oral and written feedback
Slide 4.2.1
Key Stage 3 National Strategy © Crown Copyright 2005
Quality feedback
Feedback to any pupil should be about the particular qualities of his or her work, with advice on what he or she can do to improve, and should avoid comparisons with other pupils
Feedback has shown to improve learning where it gives each pupil specific guidance on strengths and weaknesses, preferably without any overall marks
Inside the black box Black and Wiliam (1998)
Slide 4.2.2
Key Stage 3 National Strategy © Crown Copyright 2005
Written feedback
Factors to consider:
pupil expectation
teacher expectation
shared learning objectives
shared learning outcomes
ideas of progression
recognition of pupil misconceptions and challenges
Slide 4.2.3
Key Stage 3 National Strategy © Crown Copyright 2005
Developing quality written feedback
In order to improve the quality of feedback there must be explicit expectations about it. Teachers need to explain to pupils that, in line with whole-school policy: they will receive feedback on their work periodically and selectively such feedback will be focused on key priorities [the learning
objectives] such feedback will identify what they need to do to improve seeking help is an essential part of their learning and leads to
useful discussion about ways of learning feedback will require interactivity/action by the pupil
Formative assessment: implications for classroom practiceMcCallum, B (2000)
Slide 4.2.4
Key Stage 3 National Strategy © Crown Copyright 2005
Some characteristics of constructive written feedback
focusing on the learning objectives selectively
confirming that pupils are on the right track
stimulating the correction of errors or improvement of a piece of work
scaffolding or supporting pupils’ next steps
providing opportunities for pupils to think things through for themselves
commenting on progress over a number of attempts
avoiding comparisons with other pupils
providing pupils with the opportunities to respondSlide 4.2.5
Key Stage 3 National Strategy © Crown Copyright 2005
Teacher’s comments
Relate to the lesson objectives
Relate to differentiated learning outcomes linked to progression
Specific advice for moving forward
Give positive feedback
Challenge the pupil to think for herself
Provide a framework to discuss work with the teacher
Expect a response
Slide 4.2.6
Key Stage 3 National Strategy © Crown Copyright 2005
Do the comments reflect the subject?
Is the pupil’s positive self-esteem promoted?
Does the marking reflect the lesson objectives and learning outcomes?
Does the selected piece represent a milestone in the pupil’s learning route?
Are the pupil’s next steps easy to see?
Are there further challenges set?
How does this compare with the original marking?
How might pupils benefit from this approach?
Analysing teacher comments
Slide 4.2.7
Key Stage 3 National Strategy © Crown Copyright 2005
In a department meeting, look at a sample of pupil’s work from a year group alongside the relevant part of the scheme work:
– How well does the observed work relate to the planned learning objectives?
– How effectively is the written feedback focused on the learning objectives?
Sample pupils’ work in a year group or class to establish whether there is evidence that objective-based written comments are being acted on, and that there are opportunities given for pupils to address the comments
Slide 4.2.8
Ready for more?
Key Stage 3 National Strategy © Crown Copyright 2005
Over the month, plan time in lessons for pupils to respond and act upon their written comments
As a department, or in pairs, look at the pupils’ work and evaluate the impact of focusing on objectives
In your department, agree key pieces of work for the next term that represent milestones in pupils’ learning
Establish the marking criteria and share them with pupils with explicit reference to standards in the subject
Focus your feedback on these criteria and guide pupils on how they could improve
Slide 4.2.9
Ready for more?
Key Stage 3 National Strategy © Crown Copyright 2005
Objectives
To provide strategies which promote and develop peer and self assessment
To help enable participants to identify opportunities to introduce these strategies when planning lessons
Slide 5.1
Key Stage 3 National Strategy © Crown Copyright 2005
Roles and responsibilities
Teachers and pupils assess progress towards achieving a lesson’s learning outcomes
Teachers and pupils provide each other with informative feedback regarding progress
Teachers are responsible for planning opportunities for pupils to reflect in their progress and to respond to feedback from their teachers and their peers
Pupils are responsible for acting upon feedback from their teachers and their peers
Slide 5.2
Key Stage 3 National Strategy © Crown Copyright 2005
Effective peer and self assessment
Key requirements in developing these skills:
Expected learning outcomes must be explicit and transparent to pupils
Pupils need to be able to identify when they have met some or all of the success criteria
Pupils need to be taught the skills of collaboration in peer assessment
Pupils need to be able to assess their own progress to become more independent learners
Slide 5.3
Key Stage 3 National Strategy © Crown Copyright 2005
Implications for teaching
To develop peer and self assessment teachers need to:
train pupils over time to assess their work and the work of others
plan peer and self assessment opportunities in lessons
explain the learning objectives and intended outcomes behind each task
guide pupils to identify their next steps
frequently and consistently encourage pupils’ self-reflection on their learning
plan opportunities and time to allow pupils to do itSlide 5.4
Key Stage 3 National Strategy © Crown Copyright 2005
Ready for more?
In your department, identify existing and potential peer and self assessment opportunities from the scheme of work for a year group or unit
Within the next half-term, plan opportunities and experiment with a variety of types of peer and self assessment using some of the techniques outlined in appendix 5.1
Agree a review meeting, which focuses on the gains made in pupils’ learning
Select a subject-specific task or activity that enables pupils to evaluate their own performance
Agree the criteria for assessment with pupils, the principles for how they should assess and, initially, model how you would expect them to do it
Observe them assessing their work and provide feedback on how well they did it and how they might improve it in the future
Slide 5.5
Key Stage 3 National Strategy © Crown Copyright 2005
Objectives
To define what is meant by curricular target setting
To explain and exemplify the principles of curricular target setting
To outline the process of setting curricular targets
Slide 6.1
Key Stage 3 National Strategy © Crown Copyright 2005
The purposes of target setting
To use sources of information, including attainment data, to focus plans on raising standards of pupil attainment
To ensure pupils’ prior attainment and achievement is built upon throughout the key stage
To identify and focus teaching on areas of underperformance
To actively support improved learning outcomes for underachieving groups of pupils
Slide 6.2
Key Stage 3 National Strategy © Crown Copyright 2005
Definition of curricular targets
A curricular target expresses in words, supported by data, a specific aspect of the curriculum as a focus for improvement
It may be focused by numeric outcomes
It is identified from a range of sources as an area of weakness in pupils’ learning
Curricular targets can be:
for a whole class, a group of pupils, an individual pupil
long-term (e.g. term or year), medium-term (e.g. few weeks), short-term (e.g. few lessons)
Slide 6.3
Key Stage 3 National Strategy © Crown Copyright 2005
The route to improvement
Information gathering
Information analysis
Identification of strengths
and weaknesses• Quality of teaching• Quality of learning• The ‘subject’ curriculum• Resources• Groups of pupils
Actions and success criteria
Ongoing information gathering through monitoring and evaluation
Measurable improvements in standards of attainment
Formative and summative assessment
dataWork samples
Teachers’ professional judgements
Lesson observation data
Planning documentation
Pupil questionnaires and interviews
Staff development• Inset/training• Consultancy• Department meetings• Team teaching• Peer coaching• Other
Curriculum• Revision of schemes/units• Curricular targets• Assessment for learning• Resource development• Pupil support• Other
Slide 6.4
Key Stage 3 National Strategy © Crown Copyright 2005
Target
What sort of target is
this?
Who is it for?
How often is it
reviewed?
Who is responsible for
the review?
In science the performance of pupils will improve from 65% to 75% at level 5+ at the end of KS3 by July 06
I will focus on planning my own investigation, saying what I think will happen, what will change and what I will measure
Slide 6.5
Key Stage 3 National Strategy © Crown Copyright 2005
Slide 6.6
Target
What sort of target is
this?
Who is it for?
How often is it reviewed?
Who is responsible for
the review?
In science the performance of pupils will improve from 65% to 75% at level 5+ at the end of KS3 by July 06
Numerical
Whole key stage
Long term
Current year 7 pupils and
their teachers
Yearly Subject leader
Key Stage 3 science teachers
I will focus on planning my own investigation, saying what I think will happen, what will change and what I will measure
Curricular
Learning target
Short term
Group of pupils
Individual pupils
Half termlyThe pupil
The teacher
Key Stage 3 National Strategy © Crown Copyright 2005
Layers of curricular targets
Slide 6.7
Key stage
Year group
Class
Group/ pupil
Key Stage 3 National Strategy © Crown Copyright 2005
Progression in a curricular target
Slide 6.8
Key Stage 3 numerical target
In science, the performance of pupils in scientific enquiry will improve from 65% to 75% at level 5+ by the end of the key stage in July 2006.
Key Stage 3 curricular target
All pupils to further develop their skills in presenting and interpreting data arising from scientific enquiry work, to enable departmental level 5+ targets to be achieved in July 2006.’
In Year 7
Pupils present and interpret results in a variety of simple formats (e.g. tables, simple graphs including line graphs).
In Year 8
Pupils collect, store and present first-hand experimental information and that gathered from secondary sources using ICT. Pupils use several different presentational forms, including graphs.
In Year 9
Pupils become more independent in their choice of appropriate methods for communicating and interpreting qualitative and quantitative data.
Key Stage 3 National Strategy © Crown Copyright 2005
Curriculum planning
Lesson planning
Teaching strategies
Focusing on the needs of groups of pupils
Slide 6.9
Reaching targets
Key Stage 3 National Strategy © Crown Copyright 2005
Ready for more?
Identify a curricular target from the outcomes of an end of unit or end of year assessment
For core subjects you may wish to refer to the relevant QCA Implications for teaching document to stimulate discussion and inform relevant curricular targets for your subject
Use handouts 6.4 and 6.5 to assist in layering the target for each year group
In pairs, carry out a scrutiny of pupil work from a particular topic in ayear group
Identify areas of weakness in pupils’ understanding and compare these outcomes with the intended learning outcomes
Agree a relevant curricular target that matches with this evidence and plan the teaching necessary to address it
Slide 6.10
Key Stage 3 National Strategy © Crown Copyright 2005
Objectives
To understand the need to plan for different types of learning outcomes and curricular targets.
To understand the need for different intervention strategies to enable pupils to make progress towards achieving curricular targets.
To identify strategies which enable pupils to take responsibility for their own progress and become more independent learners.
Slide 6.2.1
Key Stage 3 National Strategy © Crown Copyright 2005
Clarification of terminology
Learning outcomes state what pupils need to do to demonstrate achievement of a learning objective and are, therefore, relatively short term goals. They need to be expressed in pupil friendly language and help both teachers and pupils recognise success.
Like learning outcomes, curricular targets also state what pupils need to do to demonstrate achievement but they are longer term. They focus on a specific aspect of the curriculum which has been identified as an area of weakness in pupils’ learning and set a benchmark standard for improvement. Teachers should be mindful of building progression towards curricular targets when identifying learning objectives and outcomes for lessons.
Slide 6.2.2
Key Stage 3 National Strategy © Crown Copyright 2005
Continuum diagram
Cross curricular targets
Short term learning outcomes
Long term curricular targets
Subject study unit specific
N. Knows the different properties of hardwoods and softwoods.
H. Can manipulate an image in a PowerPoint presentation.
Q. Can use simple connectives to write a short paragraph of complex sentences in French.
B. Can structure and organise extended explanatory writing.
Slide 6.2.3
Key Stage 3 National Strategy © Crown Copyright 2005
Continuum diagram
Cross curricular targets
Short term learning outcomes
Long term curricular targets
Subject study unit specific
N. Knows the different properties of hardwoods and softwoods.
H. Can manipulate an image in a PowerPoint presentation.
Q. Can use simple connectives to write a short paragraph of complex sentences in French.
B. Can structure and organise extended explanatory writing.
Slide 6.2.3
Key Stage 3 National Strategy © Crown Copyright 2005
Continuum diagram
Cross curricular targets
Short term learning outcomes
Long term curricular targets
Subject study unit specific
N. Knows the different properties of hardwoods and softwoods.
H. Can manipulate an image in a PowerPoint presentation. Q. Can use simple
connectives to write a short paragraph of complex sentences in French.
B. Can structure and organise extended explanatory writing.
Slide 6.2.3
Key Stage 3 National Strategy © Crown Copyright 2005
Continuum diagram
Cross curricular targets
Short term learning outcomes
Long term curricular targets
Subject study unit specific
N. Knows the different properties of hardwoods and softwoods.
H. Can manipulate an image in a PowerPoint presentation.
Q. Can use simple connectives to write a short paragraph of complex sentences in French.
B. Can structure and organise extended explanatory writing.
Slide 6.2.3
Key Stage 3 National Strategy © Crown Copyright 2005
Continuum diagram
Cross curricular targets
Short term learning outcomes
Long term curricular targets
Subject study unit specific
N. Knows the different properties of hardwoods and softwoods.
H. Can manipulate an image in a PowerPoint presentation.
Q. Can use simple connectives to write a short paragraph of complex sentences in French.
B. Can structure and organise extended explanatory writing.
Slide 6.2.3
Key Stage 3 National Strategy © Crown Copyright 2005
Whole school scenario
Rutherford School has chosen Literacy and Learning (LaL) as a whole school focus for improvement. At its launch the senior leader team wanted to model an approach which would support teachers in unpicking progression towards LaL objectives. They decided to focus on a year 8 objective in the Structuring and organising writing strand:
S7 Develop different ways of linking paragraphs using a range of strategies to improve cohesion and coherence
They collected samples of Year 8 pupil work from three departments to inform this.
Slide 6.2.8
Key Stage 3 National Strategy © Crown Copyright 2005
Developing independent learners
‘Peer and self assessment by pupils, far from being a luxury, is in fact an essential component of formative assessment. When anyone is trying to learn, feedback about the effort has three elements: recognition of the desired goal, evidence about present position, and some understanding of a way to close the gap between the two. All three must be understood to some degree by anyone before he or she can take action to improve learning.’
R. Sadler cited in Inside the Black Box
Slide 6.2.9
Key Stage 3 National Strategy © Crown Copyright 2005
Objectives
To recognise effective dialogue for learning and how it helps pupils become more independent learners.
To understand the importance of questioning in creating effective dialogue.
To consider strategies that develop whole-class and/or group dialogue.
To understand that some strategies to promote dialogue are planned in advance while other involve seizing opportunities during a lesson.
Slide 7.1
Key Stage 3 National Strategy © Crown Copyright 2005
The big question
What makes the dialogue in transcript 2 more effective than that in transcript 1?
Slide 7.2
Key Stage 3 National Strategy © Crown Copyright 2005
Research into questioning and dialogue
‘Assessment for learning is at its best when learning is shaped as evidence of pupils’ understandings and misconceptions are being revealed during dialogue. To do this well teachers need to draw upon their knowledge of their subject, of pedagogy and most importantly of the pupils themselves.’
Harrison, Black and Hogden
Slide 7.3
Key Stage 3 National Strategy © Crown Copyright 2005
Plenary task
For one strategy you consider to be of high value for creating classroom dialogue, consider what would be the most appropriate way of developing that strategy across your department.
Consider a range of possible development activities such as:
formal training;
collaborative planning;
coaching;
lesson observation;
…either singly or in combination.
Slide 7.4