PDM 2

1
PDM 2

• Literacy Theme 4
• Underperforming pupils
• Part 2 Assessment for Learning

2
Overview of the theme

• The Excellence and Enjoyment box has a whole unit
  of support on assessment for learning.
• Assessment for Learning opportunities are
  explicit within the planning exemplification.
• Progression is expressed in core strands and
  across the strands by year group and is more
  easily accessed.

3
What is it?

• ...'assessment' refers to all those activities
  undertaken by teachers, and by their students in
  assessing themselves, which provide information
  to be used as feedback to modify the teaching and
  learning activities in which they are engaged.

4
Assessment has two main purposes

• assessment of learning (also known as summative
  assessment)
• assessment for learning (also known as formative
  assessment)

5
Five key factors

• providing effective feedback to children
• actively involving children in their own learning
  
• adjusting teaching to take account of the results
  of assessment
• recognising the profound influence assessment has
  on the motivation and self-esteem of children,
  both of which are crucial to learning
• considering the need for children to be able to
  assess themselves and to understand how to
  improve.

6
Year 3 Narrative - Unit 3 Building assessment
into teaching

• Adventure and mystery
• This is the third in a block of four narrative
  units in Year 3. It builds on children's
  experience and knowledge from the previous two
  units. The unit can be linked to other curriculum
  subjects and themes.

7
Overview of the unit

• Read and analyse examples of the genre, to
  include a longer, serialised story. At intervals
  during reading, discuss characters' feelings,
  behaviour, etc. Recount a particular incident
  from a story in different ways, for example as a
  letter (using first or third person
  consistently). Plan and write a longer story with
  logical sequence of events, conflict and
  resolution.

8
Check that children can already

• Demonstrate understanding of the features of
  particular types of text by talking about
  similarities and differences in characters,
  settings and events
• Write a complete story with sequence of events
  in paragraphs for the opening, problem,
  resolution, ending descriptions of new
  characters or settings complete sentences in
  third person and past tense examples of
  patterned story language and dialogue with speech
  marks.
• Express an opinion and explain a point of view,
  for example, by using evidence from the text.

9
Effective strategies for day to day assessment
during the lesson

• Questioning
• Observing
• Discussing
• Analysing
• Checking children's understanding
• Engaging children in the reviewing process

10
Adventure and Mystery (Y3)

• Phase 1           
• Demonstrate empathy with a character by
  explaining the reasons why the character behaved
  in a particular way (teacher observation,
  questioning).
• Phase 2
• Write a paragraph with examples of simple,
  compound and complex sentences and talk about the
  effect of different types of sentence (marking,
  questioning).
• Phase 3
• Write an adventure story that has a problem and
  resolution paragraphs and/or chapters with
  connectives to signal time, sequence or place
  description of typical setting and characters
  written dialogue that moves the plot on (marking
  and feedback against agreed success criteria,
  self-assessment).

11
Assessing progress

• How often do we at school assess the progress
  of the under performing pupils?

12
What tools do we use?

• What tools or processes do you use to review,
  plan and teach the under performing pupils?

13
Tracking pupil progress

• Pupil tracking grids play an important part of
  assessing
• In raising awareness of age related expectations
• In tracking individual pupil progress
• In identifying pupils who are not making expected
  progress towards age related expectations, or who
  exceed age-related expectations

14
Who to share assessment with

• Cohorts
• key stages
• SLT
• whole staff
• Governors
• Parents/carers

15
Reflect on the learning sequence

• review gt explicit teaching gt
• practice gt application gt review.

16
Video link

• Watch clip 18 subject DVD Y6 curricular target
  getting target