1. Revised Curriculum Year 5 Assessment for Learning

2. What did you try?What did you try? How did it go?How did it go? How did your pupils respond?How did your pupils respond? Links from Day 2 Thinking Skills and Personal Capabilities

3. Learning Intentions You will: *have a sense of ‘Why AfL?’ * have a knowledge of the typical range of AfL classroom strategies *experience each of the AfL areas

4. AfL... why? Links... Experience the range What’s next? Networking... It’s based on a constructivist approach to learning... We have to help children to construct their own learning... We can’t learn it for them!... to Personal Development / Mutual Understanding... and Thinking Skills / Personal Capabilities Sharing Learning Intentions Feedback for improvement Questioning to deepen learning Scaffolding children’s reflection about their learning Time for you to consider next steps in developing your own practice Providing contact details to enable and encourage you to link up with ‘cohort colleagues’ for mutual support Key content for today

5. Rationale Assessment for learning is based on a Constructivist view of learning. Children have to construct their own learning... we can’t do it for them. Children successfully managing their own learning: THE COMPONENTS supported by Positive attitudes to learning structures skills information

6. Intelligence ‘Mindsets’ “Intelligence is fixed” “Intelligence can grow” (After Carol Dweck)

7. Intelligence ‘Mindsets’ “Effort leads to success” “Ability leads to success”

8. (After Carol Dweck) Intelligence ‘Mindsets’ “When the going gets tough … I get smarter” “When the going gets tough … I get found out”

9. (After Carol Dweck) Intelligence ‘Mindsets’ When the going gets tough … give up, it’s hopeless” “ When the going gets tough … give up, it’s hopeless” “When the going gets tough … dig in and persist”

10. (After Carol Dweck) Intelligence ‘Mindsets’ “I need to be viewed as able” “I only need to believe in myself”

11. (After Carol Dweck) Intelligence ‘Mindsets’ “Success is finding things easy” “Success is making the targets” “Success is doing better than others” OR

12. Children’s ‘Mindsets’ about learning: Dweck card sorting activity

13. Exploring the Links in the Revised Curriculum Assessment for Learning Personal Development and Mutual Understanding Thinking Skills and Personal Capabilities

14. P5 Assessment for Learning Learning Log Name: Please complete your Learning Log for the first session: ‘AfL in the Revised Curriculum’ Children’s ‘mindsets’ regarding the nature of learning Links with TS & PC and PDMU

15. Coffeebreak

16. What’s involved? Telling children what they’re about to learn and why Scaffolding successful activity towards learning by telling them what to pay attention to ~ explicitly Giving feedback which is focussed on improvement Ensuring that students reflect on the ‘what’ and the ‘how’ of their learning Using questioning strategies that extend participation and deepen learning and how?and the tricky bits?

17. Formative Feedback Reflecting about Learning Questioning Assessment for Learning Sharing the Learning

18. What’s involved? Telling children what they’re about to learn and why Scaffolding successful activity towards learning by telling them what to pay attention to ~ explicitly Giving feedback which is focussed on improvement Ensuring that students reflect on the ‘what’ and the ‘how’ of their learning Using questioning strategies that extend participation and deepen learning and how? Publish Learning Intentions ~ perhaps using ‘WALT’ Agree and publish Success Criteria ~ perhaps using ‘WALT’ Structured, comment only feedback Peer/Self Assessment Structured plenaries eg 2 Stage MindMaps Closed/ open questions ‘No Hands Up’ Wait time Response Partners and the tricky bits?

19. P5 Assessment for Learning Learning Log Name: Please complete your Learning Log for the second session: ‘Practical experience of some AfL Strategies’ Sharing Learning Intentions and Success Criteria Giving feedback that is focussed on making improvements Questioning to enhance participation and learning Encouraging and scaffolding children’s reflection about their learning

20. Lunch

21. Reflecting about Learning Sharing the Learning Formative Feedback Questioning Assessment for Learning 1234

22. What’s involved? Telling children what they’re about to learn and why Scaffolding successful activity towards learning by telling them what to pay attention to ~ explicitly Giving feedback which is focussed on improvement Ensuring that students reflect on the ‘what’ and the ‘how’ of their learning Using questioning strategies that extend participation and deepen learning and how? Publish Learning Intentions ~ perhaps using ‘WALT’ Agree and publish Success Criteria ~ perhaps using ‘WALT’ Structured, comment only feedback Peer/Self Assessment Structured plenaries eg 2 Stage MindMaps Closed/ open questions ‘No Hands Up’ Wait time Response Partners and the tricky bits? Framing good LI s for learning, rather than activity Coming up with SC Keeping SC succinct Keeping them few Ensuring range Keeping within the SC!!! Breaking old habits It probably won’t happen unless you make it happen Training for objectivity Initially ~ no hands up!!! Scaffolding the wait time Breaking old habits

23. P5 Assessment for Learning Learning Log Name: Please complete your Learning Log for the third session: ‘Impact of AfL in the classroom’ Sharing Learning Intentions and Success Criteria Class discussion ~ Questioning and pupil responses Peer Assessment Class reflection/Plenary session

24. Next Steps In the next 2-4 weeks……. By the end of this school year…. By the end of next year……

25. Networking Opportunities ‘Phone a Friend’...

26. Learning Intentions You will: *have a sense of ‘Why AfL?’ * have a knowledge of the typical range of AfL classroom strategies *experience each of the AfL areas