1. Assessment for Learning in the Foundation Stage ‘Catching the ball that children throw at us.’

2. Programme Day 3 9.30-9.50 Introduction, review of tasks 9.50-10.45 Rationale for Assessment for learning in the Foundation Stage 10.30-11.00COFFEE/TEA 11.00–11.45 Rationale contd 11.45–12.30 Assessment for Learning and Physical Development 12.30–1.00 Planning for September 12.45–1.45LUNCH 1.45-3.30 Observation Workshop 3.30 Plenary

3. Aims for Day 3 Assessment for Learning Focus To consider: How the key elements of Assessment for Learning are incorporated into the ‘plan, do, review cycle’ in the Foundation Stage Observation as the key strategy for assessing children’s learning The way forward from September 2007

4. Feedback from Day Two... Group discussion: Thinking Skills and Personal Capabilities CCEA Framework Literacy practice changes Visit to pre-school setting

5. A Definition 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 next and how best to get them there. Assessment Reform Group 1998

6. Assessment for Learning (AfL) There is a high emphasis on transferable learning. Assessment becomes a much more transparent process, based on critical information which is shared with learners. Emphasis is on enabling learners to take responsibility for their own learning, and eventually, for their own assessment too.

7. Assessment for Learning in the Foundation Stage ‘Catching the ball that children throw at us.’

8. Programme Day 3 9.30-9.50 Introduction, review of tasks 9.50-10.45 Rationale for Assessment for learning in the Foundation Stage 10.30-11.00COFFEE/TEA 11.00–11.45 Rationale contd 11.45–12.30 Assessment for Learning and Physical Development 12.30–1.00 Planning for September 12.45–1.45LUNCH 1.45-3.30 Observation Workshop 3.30 Plenary

9. Assessment for Learning in the Foundation Stage ‘Catching the ball that children throw at us.’

10. Programme Day 3 9.30-9.50 Introduction, review of tasks 9.50-10.45 Rationale for Assessment for learning in the Foundation Stage 10.30-11.00COFFEE/TEA 11.00–11.45 Rationale contd 11.45–12.30 Assessment for Learning and Physical Development 12.30–1.00 Planning for September 12.45–1.45LUNCH 1.45-3.30 Observation Workshop 3.30 Plenary

11. Aims for Day 3 Assessment for Learning Focus To consider: How the key elements of Assessment for Learning are incorporated into the ‘plan, do, review cycle’ in the Foundation Stage Observation as the key strategy for assessing children’s learning The way forward from September 2007

12. Feedback from Day Two... Group discussion: Thinking Skills and Personal Capabilities CCEA Framework Literacy practice changes Visit to pre-school setting

13. A Definition 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 next and how best to get them there. Assessment Reform Group 1998

14. Assessment for Learning (AfL) There is a high emphasis on transferable learning. Assessment becomes a much more transparent process, based on critical information which is shared with learners. Emphasis is on enabling learners to take responsibility for their own learning, and eventually, for their own assessment too.

15. Programme Day 3 9.30-9.50 Introduction, review of tasks 9.50-10.45 Rationale for Assessment for learning in the Foundation Stage 10.30-11.00COFFEE/TEA 11.00–11.45 Rationale contd 11.45–12.30 Assessment for Learning and Physical Development 12.30–1.00 Planning for September 12.45–1.45LUNCH 1.45-3.30 Observation Workshop 3.30 Plenary

16. Aims for Day 3 Assessment for Learning Focus To consider: How the key elements of Assessment for Learning are incorporated into the ‘plan, do, review cycle’ in the Foundation Stage Observation as the key strategy for assessing children’s learning The way forward from September 2007

17. Aims for Day 3 Assessment for Learning Focus To consider: How the key elements of Assessment for Learning are incorporated into the ‘plan, do, review cycle’ in the Foundation Stage Observation as the key strategy for assessing children’s learning The way forward from September 2007

18. PlanDo Review Shared success criteria Individual target settings Shared learning intentions Taking risks in learning Advice on how to improve Open learner/ teacher relationships Self and peer evaluation Celebrating success Self and peer assessment Assessment for Learning in the Foundation Stage

19. Learning intentions focus on the learning rather than the task, e.g. ‘’We are learning to sort.’ Not ‘We are learning to sort by colour, shape or size.’ Sharing learning intentions

20. Learning Intentions learning intentions stem from curriculum plans help children make connections with previous learning use child-friendly language when appropriate, display learning intentions clearly and in a designated area

21. Learning Intentions The first ‘active’ element of formative assessment in the classroom is the sharing of learning intentions with children. Without the learning intention, children are merely victims of the teacher’s whim.’ Shirley Clarke 2002

22. Coffee COFFEE/ TEA