The Framework for the day

1

Derbyshire County Council

Children and Younger Adults Department

The Framework for the day

Session 1 – The background and theory and story of P

ScalesSession 2 - Moderation and Levelling

Session 3 – Using neutral materials

Session 4 – Testing your own judgements

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The National Context

SEN progression MaterialsData collection RoseBercowLambOfsted Raising Barriers to Achievement

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Removing Barriers to Achievement: A Strategy for SEN

‘promote and extend the use of P scales….help schools assess the progress …pupils working towards level 1 of the national Curriculum’

Minor revisions, including separating the strands for speaking and listening and reviewing the perceived gap between P8 and Level 1.

Promote greater and more effective use of the P Scales by

producing moderation materials. Produce guidance for schools to support these

changes. P Scales are part of the national data

collection exercise from schools.”

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Our Focus Assessment

/ Moderation / Levelling the use of the P scales within the

‘bigger picture’

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FAQS about P Scales

The true / false tool

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P scales

broad descriptors of attainment below NC level 1

track progress towards NC level 1 one tool within planning, teaching and

learning, assessment + reporting process framework for summative assessment data for use as part of target setting +

whole school improvement process(Teachers TV Intro) ( P Scales Video)

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Assessment at different levels

Pupil CohortSchoolLEAWider viewBasic Principles

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Inclusive Assessment Process

Demonstrates progress and attainment across the pupil population

Links National Curriculum, Literacy and Numeracy strategies

Supports target setting Demonstrates ‘value-added’Informs parents

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Assessment & inclusion issues

Entitlement for achievements + progress of all pupils to be recognised

Highlights appropriateness of whole curriculum and informs access for pupils working towards NC level 1

Assessment tools that support the inclusion of pupils in any school setting

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Purpose of Assessment

of learning – summative assessment

for learning – formative assessment

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Assessment for Learning

Be part of effective planning & teaching

Focus on how students learnCentral to classroom practicePromote learning goalsInvolve learners in the processRecognise the achievements of

all learners

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Teacher Assessment

Formative - acknowledges strengths, needs, preferred

learning styles ,interests and efforts of pupils

Informs planning on an ongoing basis

Summative - demonstrates the attainments and

progression of all pupils

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OfSTED

Teachers can support pupils’ review of learning by enabling them to answer the following questions:

1) How well am I doing?2) How well should I be doing?3) What more should I aim to do?4) What must I do to make progress and

meet targets set?5) How do I know if the additional provision

has been effective?

(page 18)

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P scales

levels P1 – P3:

earliest levels of general attainment

(Generic)levels P4 –P8:

subject-related attainmentRevised 2007 - Reissued 2008P scale data collection RAISE On Line

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Making judgements

‘best fit’

rounded

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A framework for recognising attainment

EncounterAwarenessAttention and responseEngagementParticipationInvolvementGaining skills and

understanding

Documents

The Framework for the day