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Assessment - Governor's Meeting 9-5-16

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Ben Massey

on 17 May 2016

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Transcript of Assessment - Governor's Meeting 9-5-16

Assessment
Agenda
Without
Levels
Joint Governors' Meeting
|
09.05.16
Rationale
What it Looks Like
Tracking Progress
The Impact on the Children
Background
In the past, KS1 & 2 children were assessed using levels.
Levels have been abolished in favour of 'age-related expectations' (ARE).
Expectations have risen significantly.
Rationale
Clarity (!) for parents.
A focus on depth of learning and developing a full understanding before moving onto 'higher levels'.
'Mastery' of skills.
"Levels have also been recognised as the driver of undue pace through the curriculum, which has led to gaps in pupils’ knowledge."
What this Looks Like
Children working towards ARE at the end of the year continue on the previous year's curriculum to develop a real understanding before moving on.
Children exceeding expectations are offered more cross-curricular opportunities to apply and deepen their understanding before moving onto the next year's curriculum.
Working Below ARE
Working Towards ARE
Working At ARE
Exceeding ARE
What this Looks Like
Rather than saying a child can or can't use adjectives, we now look at their developing understanding of how to use them.
I can use simple adjectives in my writing after input.
I use adjectives independently in my writing.
I can explain what adjectives are. I choose and use them carefully for effect. I am the undisputed Queen of the Adjective and I'm definitely ready to move onto noun phrases!
The adjective is an unexplored mystery to me!
Working below ARE
Working towards ARE
Working at ARE
Exceeding ARE
Tracking Progress
Tracking Progress
The 'Click System'
A 5-point scale to measure progress through the year and across the school.
Tracking Progress
To make expected progress, children need to complete the year at the equivalent point to the previous year.
The 5-point scale allows for accelerated progress within the year.
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The Impact on Children
Schools have always tracked progress and attainment using age-related expectations. (E.g. Year 1 = 1a, Year 2 = 2b, etc.)
The focus on increased depth promotes more rounded and detailed understanding.
But...
Expectations
have
risen significantly.
(An interim Curriculum was introduced...
late!)
Ensuring a fuller understanding of concepts before moving on should lead to fewer gaps in learning.
It's easier to track group progress and analyse group trends.
Moving Forward
Continued cross-school training and moderation is essential.
Parents need to be kept informed. (Especially in Y1 and SATs years.)
Schools need to be ready for the next surprise!
Tracking Progress
Pupil Progress Meetings (PPMs)
Termly meetings are held to:
focus on group-level data to pinpoint future actions and targets.
review individual data where children have plateaued or aren’t making expected progress.
Moving Forward
SLT to continue to review Raise Online and FFT data to pinpoint areas for school development and feedback to staff and governors.
Teachers to have ownership and understanding of class data and progress expectations.
Phew!
Any questions?
Thanks for listening!
Background
Full transcript