1. Primary Strategy Subject Leader Briefing June/July 2008 Leading on learning – making best use of Assessment for learning

2. Aims To build confidence in using the APP approach To support schools in developing effective provision To familiarise subject leaders with APP materials for writing

3. The APP model This is a model of assessment that: –draws on formative approaches and is diagnostic –is periodic and keyed to national standards –integrates assessment into teaching and learning –enhances classroom practice and encourages a broadly based curriculum –is embedded in the Primary Framework –is based on assessment focuses that underpin National Curriculum assessment

4. APP is based on four key principles Assessment is integral to effective teaching and learning Assessment systems must be fit for purpose National standards are an entitlement for learners, teachers and schools National standards are integral to national expectations of education

5. Implications for teaching and learning A broad, rich reading curriculum needs to be in place across the school, including access to high quality texts. Guided reading and individual reading records provide a good basis for monitoring progress. Reading journals are useful in developing an evidence base. Reading should happen across the curriculum. Audit current provision

6. Assessment Focus Questions Bookmarks Question prompt cards/key rings Table mats AF posters

7. Reading Journals Whole class/group/individual Range of response opportunities Teacher directed Opportunities for independent, creative thinking and choice Home/school links

8. Using the evidence to make judgements: Writing Session 2

9. Outline of the APP process

10. Teachers select a sample of pupils Each term, they review the full range of available evidence (written, spoken and observed) for each assessment focus They select the appropriate level boundary and arrive at judgements using the assessment guidelines sheet Annotated examples of pupils work provide reference points for teachers (standards files)

11. Securing the judgement To help decide whether the level is low, secure or high, think about what the pupil demonstrates. How much of the level? How consistently? How independently? In what range of contexts?

12. Kylie - Points to Consider How does the evidence contribute to the completed assessment guidelines? Does this reflect your current understanding of what a low level 4 looks like? How well does this help you to identify strengths and weaknesses? What are the gaps in learning and what does this child need to learn next? Comment on the quality and range of evidence. Think about independence and choice.

13. For Jason consider the following: The quality and range of evidence gathered Strengths and weaknesses Next steps in learning

14. Implications for teaching and learning Writing opportunities should be planned across the curriculum Pupils need opportunities to develop independence and choice Writing should be real, purposeful and relevant to include ICT There needs to be clear progression through the strands and breadth of writing

15. Keeping track… How are you planning to use the time back in school? What are your starting points for APP? –Standardisation – ensuring that national standards are understood and can be applied consistently How does this link to the school strategic plan and school priorities? How does this fit with current practice in assessment? `

16. The Journey A school where… teacher assessment is reliable, accurate and integrated into teaching and learning and testing is no longer needed. Next term Next June Next Dec 2010 Think about a the timeline of where you will be as a school in terms of developing the APP process.