1. Making Learning and Progress Visible Harnessing the Freedoms of Life Without Levels Tim Sully and Jenny Short

3. We now DO have the freedom to: Design our own assessment systems to run parallel to our own unique curriculum Develop a range of strategies and techniques that are integral to teaching and learning, without the burden of unnecessary recording and tracking

4. The Commission on Assessment Without Levels 2015 There is no intrinsic value in recording formative assessment. What matters is that it is acted upon. Unnecessary recording of formative assessment outcomes should be avoided John McIntosh.

5. The Commission on Assessment Without Levels 2015 “Schools’ own approaches to in-school assessment between key stages should not necessarily emulate statutory assessment for accountability purposes.” John McIntosh

6. Carpe Diem! Freedoms await ……. but will you take them?

7. The keys: Learners’ ability to articulate and to demonstrate their learning and progress Teachers’ ability to plan learning journeys that excite and engage them to do so well.

8. Planning to master the standards Plan backwards – milestones and inch pebbles! Plan so that the activities and the tasks generate a wealth of assessment opportunities and sufficient evidence to support judgements Organise the journey so that learners have many chances to articulate their achievement and demonstrate what they can and can’t do (yet!)

9. When planning units of work or lesson sequences: CULMINATIONMOTIVATION INFORMATION ASSESSMENT CONCRETE ABSTRACT PRODUCTION (OUTPUT) RECEPTION (INPUT) Provide teaching and learning activities and tasks through which learners acquire knowledge and skills to master the performance Indicators Focus: Teacher input Pupil responses 1 23 4 Focus: Draw learners in Determine their prior knowledge Set expectations Set goals and outcomes Focus: Assessment through informal tests and observations of tasks. These are teacher directed and designed to yield information for teacher assessment. (Have they got it/not?) Focus: Holistic, higher order tasks and performances where learners independently apply new learning to further demonstrate competence and deepen understanding (Products, processes and problem solving )

10. CULMINATIONMOTIVATION INFORMATION ASSESSMENT Questioning Short tasks to help understanding Longer tasks independently (products/performances in response to teacher directed task) Using the new learning purposefully often self chosen /self directed to produce something or perform something or solve a problem Blooms: Evaluating, Analysing and Creating Blooms: Remembering and Understanding Blooms: Applying Blooms: Remembering and making links AFL: Structured, scaffolded tasks. Use of success criteria and feedback strategies AFL: The right questions managed for maximum engagement AFL: using resources including each other With support Independently AFL: using resources including each other When planning units of work or lesson sequences:

11. Making learning visibly obvious at Oldfield Park Junior School

12. Making learning visibly obvious…. ….at the Hayesdown First School Anglo-Saxon Village