Making progress and learning visible Our journey so far at Knebworth Primary and Nursery School

Growth Mindset This is where our AFL journey began at Knebworth We believe this underpins our learning philosophy We begin to embed the culture from EYFS through to Y6 Each classroom has two characters who embody a fixed and growth mindset We encourage children to challenge themselves and not to be afraid of green ‘mistakes’ A Growth Mindset leads to progress

Teacher Learning Communities Encourages all staff to engage with AfL principles Dylan Wiliam approach In order for the children to progress, teachers need to be confident in the delivery of a variety of strategies which make learning visible Share and celebrate good practice, which can help you develop your strengths further Develop new strategies Ethos of being open, supported and supportive.

Strategies which make progress and learning visible at Knebworth.

ABCD Leads to… High quality discussion Debating Reasoning Can be adapted for different subjects and all year groups.

PPPB Pose Pause Pounce Bounce Is progress and learning visible? -Highlights children’s misconceptions -Opportunity for extended debate, and knowledge gathering -Deeper understanding and reasoning is visible

Entry and Exit Passes Entry Used to assess learning prior to a lesson. -What do you already know about shape? Teaching is adjusted taking into account responses. Immediate progress is visible. Exit Assessing if children can apply knowledge or skills in a different context at the end of a lesson.

Entry Pass

Exit Pass

Entry and Exit Passes Is progress and learning visible? -Assess current understanding (Entry) -Start the children’s learning from this point. -Assess children’s understanding and progress post lesson(s)(Exit) -Establish next steps

Redrafting -This is a recent development at Knebworth. Although not a year old yet, it has shown great impact! -Goes beyond using pink and green pens 1. Children complete a section of writing, for example. 2. Teacher marks, identifying pink aspects and green aspects using technical vocabulary, linking to the success criteria. 3. Children get their book back, read feedback, and redraft a section addressing the teacher’s comments. 4. Teacher re-marks to check the children have responded `appropriately, while the child reflects on the progress they have made.

Year One

Year Three

Year Five

Maths

Is progress and learning visible? -When work is compared from the start to the end of the year there is a marked improvement -Children are more confident using technical vocabulary and discussing its use within their writing -Within a piece of work there are clear aspects of progress from the original to the redraft -Children seek out their ‘greens’ and are excited to complete their redraft. -They are just like authors! Writing requires editing, reviewing and redrafting.

Summary At Knebworth, we use a range of different AfL strategies to gather evidence about learning and adapt our teaching to meet the children’s needs. The use of these strategies allows the children to demonstrate progress and ensure that learning is visible. Thank you for listening