Assessment for learning

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Assessment for learning

• Hilary Horton

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Day 5

• Update
• Feedback from planning a unit through the day
• Day-to-day assessment with a focus on planning a
  non-fiction unit
• Lunch
• Feedback and the writing process
• Action planning for the future

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The new phonics resource
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Replacement of Playing with Sounds

• Meets criteria for high quality phonic work
• Aligns with Progression and Pace document
• Builds on PiPs and PwS
• Preview in 15 Local Authorities
• Available April 07

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Content

• Teachers Handbook
• Phase 1 phonological awareness emphasis on oral
  blending/segmenting
• Phases 2-6 how to teach
• Suggested timetable week by week
• Includes tricky words
• Teaching sequence
• Video exemplification

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Quality First Phonic Teaching should

• Use phonics as the prime approach for tackling
  unfamiliar words
• Engage all children and be fully participatory
• Demonstrate correct enunciation of phonemes
• Include both blending and segmenting

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Quality First Phonic teaching should

• Be multi-sensory but tightly focused on the
  learning goal
• Ensure that all children can hear/see the
  teaching input
• Support progression in learning and consolidation
• Make full use of additional adults
• Be sufficiently flexible to take account of
  differing needs
• Achieve the learning intention within the optimum
  time

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Interventions update

• Y3 Literacy Support Programme
• Order from Prolog now
• Early Literacy Support
• Update available in Autumn term

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Assessment for learning

• Afl is informed by learning objectives
• Afl engages children in the assessment process
• Afl recognises the achievements of all children
• Afl takes account of how all children learn
• Afl motivates learners

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Whats in it for the pupils?
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Feedback

• Oral feedback from the teacher
• Written feedback by the teacher
• Self-evaluation and marking your own work
• Peer evaluation

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The writing process

• Planning
• Drafting
• Conferring
• Refining
• Publishing

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Manageability versus effectiveness
Oral feedback by teacher
Written feedback by teacher
Self-evaluation
Peer evaluation
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Action planning

• PDMs
• Planning units
• Identification of resources
• Supporting targeted teachers
• Networking with other subject leaders