How well do you know the National Curriculum? Apostrophes for contracted forms and the possessive...

How well do you know the National Curriculum?

Apostrophes for contracted forms and the possessive (singular).

Find the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths

Solution

Assessment Without LevelsSeptember 2014

Data (as we knew it) is dead!

Intelligence on the child as a learner

Only 9% of pupils take the expected pathways through Key Stage Two, Key Stage Three and Key Stage Four Levels.(National Pupil Database)

The myth of progress

What we think progress looks like

What it actually looks like

A

BWhat it actually looks like

What can be assessed?

What lies beneath?

Band Progression Sheets

_______________________

• Progression Frameworks

• Regular moderation• Spelling scheme• Guided reading

assessment• Book banding aligned• Stickers to evidence

writing statements • Mastery task force• Links with Maths Hub• Curriculum design

Assessment without Levels

Band Progression Sheets

Moderation

Mastery

Mastery TaskForce

Exemplification materials

BeginningBeginning +Working WithinWorking Within +SecureSecure +

Intelligence of the child as a learner

• Statistical data• Work scrutiny- pace, precision, thought and developmental

processes over time

• Learning behaviours - how do they engage with learning and how can we best enable this.

• Emotional intelligence - the personal attributes ,the resilience and tenacity of the learner to gain maximum progress.

• Mapping curriculum coverage - doing less better

• Agility of transference- being a discerning and discriminating user of prior learning

Up next!• Science Band Progression Sheets• Assessing Spoken Language• Band Progression Sheets Online• Exemplars for each year group • SOLO Taxonomy to ensure agility of transference• Mastery Task Force

Most importantlyThink about what is right for your school

• Start with big ideas• Identify learning progressions• Establish checkpoints• Determine where the evidence will come from• Think about how the evidence will be

accumulated• Set targets thoroughly