1. Assessment for Learning (AfL) ‘The important thing is not that every child is taught but that is given the wish to learn.’ John Lubbock 1832

2.  Understand how assessment works in key stage 1.  Develop understanding of the language of AfL.  Know the expected levels of attainment in Key Stage 1. WALT

3.  The two main forms of assessment are formative and summative.  SUMMATIVE determines what has been learnt.  FORMATIVE furthers the learning on a day to day basis.  Both have a place in schools. The Big Picture

4. Summative Assessment  Summative assessments are externally moderated in Years 2 and 6.  In all other year groups these assessments are moderated internally.

5. Core Subjects Key Stage 1Key Stage 2 Literacy Speaking and listening Reading Writing (including spelling and handwriting) Maths Science Literacy Reading Spelling and Grammar (Writing) Maths Science

6. Teacher Assessment  Carried out as part of normal teaching practice.  Evidence is taken across a range of pieces of work.  Purpose to identify next learning steps.

7. KS1 SATs  The tests will help to inform the teacher assessment.  1 overall level for each subject reported to parents.

8. KS1 Test/ task organisation  Normal day – activities are kept ‘low key’  One to one, or in small groups  Some whole class  Children asked to do their best  Teachers explain what the children have to do  Children must work without teacher help

9. KS 1 - Reading Task  Children are asked to read a Level 1, 2 or 3 book as appropriate.  The teacher will keep a running record of fluency, expression and accuracy.

10. KS1 - Reading Test  Comprehension booklet Level 2 or 3 as appropriate. Year 1 – Phonics screening check

11. KS1 – Writing  Two writing tasks  One longer - about 45 mins – eg a recount or a story  One shorter - about 30 mins, eg an invitation or a postcard  Done on different days  Spelling test  Marks for handwriting  Externally moderated

12. KS1 - Maths  Teacher assessment Level 1  Level 2 or level 3 test

13. KS1 – Science  All Teacher assessment  4 attainment targets: 1.Scientific Enquiry 2.Life Processes & Living Things 3.Materials & their Properties 4.Physical Processes  Overall Level given

14. What does assessment look like in the classroom? Active involvement of the learner Sharing Learning Objectives and Success Criteria Effective Questioning Effective FeedbackSelf and Peer Evaluation

15. School:  Clear learning objectives – WALT or LI  Clear success criteria  Talking partners.  Open questioning with appropriate wait time.  Opportunities for self and peer evaluation, e.g. thumb tool, green – go,, Success criteria review, marking ladder, reviewing targets.  Positive and constructive feedback, relevant to the WALT or LI e.g. what the child has done well, next step comments. Strategies

16. Levels  In Primary Schools children’s work is levelled using a set of criteria.  Children are generally working between levels 1 – 3, depending on age and ability.  The numbers of levels do not correspond to the year groups e.g. a child in year 4 could be working at level 3.  Year 1 children may still be assessed using EYFS criteria.

18. NOFAN  Never  Occasionally  Frequently  Always  Naturally

20. Reading

21. Numeracy

22. Progress  Alongside a child's level of attainment we are also closely monitoring the amount of progress they make each term.  Those children who are not making expected progress are quickly identified by the class teacher or the assessment coordinators and are given the support they need to close the gap.