1. ENGLISH APP TRAINING Cohort 3 NOVEMBER 2009

2. AIMS To be familiar with the APP materials and how they link together To develop understanding of the APP process To consider the implications for teaching and learning To enable SLs to introduce APP in their school

3. Partnership Agreements The school has agreed to: Attendance at the 3 networks Attendance at clusters Assessment has a high priority in the school SLT support for implementation of APP across KS2

4. Partnership Agreements: LA Funding: £1,050 to ensure attendance at the three network meetings and cluster meetings Cluster support from the consultant: up to 8 days per cluster Dates of network meetings: –Cohort D: 16 th November 2009; 18 th January 2010; 12 th July 2010 –Cohort E: 19 th November 2009; 19 th January 2010; 13 th July 2010

5. Close-upPublic viewStanding back Ways of looking at assessment Day-to-dayPeriodicTransitional - immediate feedback in specific aspects - relevant next steps - reflection on learning as it is happening - detailed interaction with learners - changes in short-term planning - formal recognition of achievement - influences future opportunities and next choices - related to national standards - for next teacher - curriculum narrowed?

6. What’s missing? For pupils: How am I doing in the subject / aspect as a whole? What are the main areas where I need to improve Where do I show what I know and can do? For teachers: How well are my pupils achieving overall? Can I see the wood as well as the trees? Where are the gaps in learning? How do national standards inform my teaching?

7. Close-upPublic viewStanding back Assessment: ways of looking Day-to-dayPeriodicTransitional

8. What are the APP materials? Assessment guidelines – criteria for making periodic judgements grouped by ‘assessment focus’ Standards files – annotated collections of evidence from a pupil which represents a particular level APP Handbook with guidance

9. Assessment guidelines- criteria for making periodic judgements grouped by ‘assessment focus’ L1-8 Progression in range: L1-in some reading/writing, usually with support L2-in some reading/ forms of writing L3-in most reading/ writing L4+-across a range of reading/writing

10. Standards files– annotated collections of evidence from a pupil which represents a particular level Reading and writing KS1 and KS2

14. APP Handbook with guidance

15. Glosenglish Resources www.glosenglish.org

19. APP Process Teachers collect: children’s work, any other evidence, assessment guidance materials and the standards files Select the appropriate ‘level boundary’ and look through the work for each AF until confident with the criteria that are ‘best fit’ Highlight applicable AF criteria Where there are gaps in evidence teachers can use this information to provide suitable opportunities in the next units of work Important to plan using the Learning Objectives from the Primary Framework not AFs

20. Range and Timing What is a reasonable amount of evidence for one pupil? Our suggestion – 3 or 4 pieces, 3 times a year Range to include – literacy (fiction and non-fiction) cross-curricular Samples need to be independent and show an element of choice In reading –range could include notes from guided reading sessions, observations from speaking and listening activities, responses to reading activities eg shared reading, drama etc as well as some written responses

21. Dispelling the myths… APP is not about: Collecting special portfolios of pupils’ work Levelling individual pieces of work Creating a “bolt-on” assessment procedure Putting more tests in place Only using tasks Only focusing on a few pupils Only assessing selected AFs Using the AFs to drive teaching and learning Creating ‘pupil-friendly’ versions of the criteria Using the grids as a summative recording sheet

22. The APP Process at F/S/ KS1 Use the EYFSP in Reception In Y1, when appropriate, move pupils across to the APP L1 guidelines sheet. Refer to the EYFS/ L1 handout

23. What are the benefits of APP? Makes target setting meaningful and target getting achievable Allows progress ‘within’ a level to be seen Strengthening subject knowledge Reveals ‘gaps’ in curriculum and / or learning Offers secure evidence for pupil tracking - a ‘professional and personalised’ version of a sub-level Strengthens approaches to AfL (e.g. questioning, quality of pupil talk, pupils’ awareness of their strengths and areas for improvement) Strengthens pupils’ / teachers’ feel for National Curriculum levels Insert a picture

24. Successes of APP Target areas are easily recognised and addressed Encouraged the development of effective planning e.g. guided reading Inclusive Clear tracking system for progress of children Discussions arising from in-school moderation Assessment focuses are useful to give breadth to teaching Brought together staff across key stages in the moderation process

25. Successes of APP We can see where the gaps are Links with new framework Useful for target setting Given new teachers an awareness of levels All staff are involved and feel more accountable for development and progress across key areas All staff are more aware of what constitutes the levels Supported transition between year groups and schools

26. Sharing of Experiences

27. Standardisation and Moderation Standardisation is designed to ensure that national standards are understood and can be applied consistently It occurs before teachers assess their pupils It can also be used from time to time afterwards to strengthen judgements Moderation is designed to check that national standards have been applied consistently It occurs after teachers have made their assessments Needs to be rigorous and manageable Should form part of the cycle of APP

28. What are your worries/ fears / queries?

29. Standardisation Standards file- ‘Jason’ In pairs read the sample of writing As you read through the sample make a note of the range of writing. Is there fiction, non-fiction and cross-curricular writing present? Highlight the level criteria that have been achieved by this pupil. Start with AF5 and 6, then move on to AF 3 and 4, 1 and 2 then finally 7 and 8. Remember that evidence should be seen across the sample not just in one small area. Once you have completed the guidelines sheet, use the flowchart to make a level judgement. Now look through the completed guideline sheet for Jason and compare with your own. Are there differences? Discuss in your pairs and use the annotations in the standards file to clarify any discrepancies.

30. Next Steps for Jason What are the next steps for Jason? How would you adapt your teaching sequence/ planning to address his needs? Refer to handout- AFs linked to PF

31. E-markbooks for Reading and Writing

32. Evidence for Reading

33. Ways of gathering evidence

34. Five Part Guided Reading Session Text Introduction Strategy Check Independent reading Return/respond to text Plenary

35. Shared reading – including text immersion in phase 1 Independent reading Written work from follow up activities Cross-curricular Paired reading

36. Cluster time

37. AIMS To be familiar with the APP materials and how they link together To develop understanding of the APP process To consider the implications for teaching and learning To enable SLs to introduce APP in their school