‘CREATING POSSIBILITIES IN THE SCHOOL LED SYSTEM’ The NW School Led Conference 2015 Tuesday 20 th October, 9:00 – 3:45pm The Point, Emirates Old Trafford, Manchester www.schoolledconferences.co.uk @schooled #schoolled A ONE DAY CONFERENCE FOR ALL SCHOOLS IN THE NORTH WEST REGION
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‘CREATING POSSIBILITIES IN THE SCHOOL LED … · ENGLISH Grammar Spelling and ... Year 3 3C 3B 3A 3C 3B 3A 3C 3B 3A 3C 3B 3A 3C 3B 3A 3C 3B 3C 3C 3B 3A 3C 3B 3A ... ‘CREATING
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A ONE DAY CONFERENCE FOR ALL SCHOOLS IN THE NORTH WEST REGION
LIFE AFTER LEVELS
Susan Shoveller
Deputy Executive Headteacher
SOUTH FARNHAM EDUCATIONAL TRUST
CULTURE SHIFT
Greater freedom ‘how the garden grows is for schools to decide’
Opportunity to Refine,Rethink
Meaningful tracking towards end of key stage expectations
Closely linked to improving quality of teaching
Informs planning and supports learning
Gives meaningful feedback to parents
Reflects progress over time
Can be used across whole school and curriculum
Inclusive of all abilities
Feedback focused on specific objectives
Provides transferable and understandable information
Manageable for teachers
Qualitative and quantitive
COMPARABILITY – HYBRID SYSTEM
SUMMATIVE ASSESSMENT USING STANDARDISED (AGE RELATED) SCORES
Why we use Bloom’s taxonomy� Systematic process of thinking &
learning
� Assists assessment efforts with easy-
to-use format
� Visual representation of alignment
between goals & objectives with
standards, activities, & outcomes
� Helps form challenging questions to
help students gain knowledge &
critical thinking skills
� Assists in development of goals,
objectives, & lesson plans
PLANNING A LEARNING OBJECTIVE WITH BLOOM’S TAXONOMYwill usually contain a VERB(an action) and OBJECT(usually a noun)
Knowledge
Dimension
Objective/Activity Cognitive Dimension
METACOGNITIVE Create an instructional portfolio relating to how different thinking skills can be successful in aiding
the retention of spelling rules
CREATE
EVALUATE
PROCEDURAL Identify the most appropriate way of separating salt, sugar and sand
ANALYSE
CONCEPTUAL APPLY
FACTUAL List primary and secondary UNDERSTAND
colours REMEMBER
WEEKLY PLANNING Literacy 1 Spring Term 2014
Date 07/01/2014
P.O.S. Objectives
Text: to be able to identify persuasive features in a fiction text. *7i)Recognise rhetorical devices used to persuade the
reader
Sent/Word:to evaluate phrases that evoke a response 7iii) How writers use diff. structures for impact
Writing: to be able to write a narrative to evoke a response8iii) How writers from diff. places present experience and
use languageSPAG: identify the main and sub-ordinate clauses in their own writing
6ii) Use a range of strategies to correct spellingsActivities Whole Class Support Extension
Bloom’s
Taxonomy
Reference
Remembering/ Understanding/
Applying and to include
opportunityfor Analysis
Remembering/ Understanding/ Applying
Opportunities for Evaluation and Creativity
Text: The mouth organ boys. Read text and identify the persuasive arguments, include the words used to persuade. Identify features of a persuasive text.
Answer questions then identify Delroy's dilemma.
Question sheet. Analyse authorial intent.
Word: identify words and phrases that evoke responses. Create a bank of emphatic words. Sent: Explore compound and complex sentences LW unit 3, sess 8, pg 12
Highlight emphatic words in text. Identify compound and complex sentences in the text.
Add to bank of emphatic words, using a dictionary. Chn create a variety of compound and complex sentences.
Writing: Write a narrative which evokes a response based on children's own experiences. Underline examples of compound and complex sentences. Circle the connectives in writing.
Refer to checklist of SSP skills.Incorporate adventurous emphatic vocabulary. Include a range of compound and complex sentences.
Editing and improving: Use dictionaries to check spellings and add into
their spelling logs. Look at targets and edit their work using green pens. Choose a focus relevant to your class. Write up top copy on writing frame.
Refer to checklist of SSP skills.Incorporate adventurous emphatic vocabulary.
Include a range of compound and complex sentences.
WEEKLY PLANNING: 14/09/15 WEEKLY PLANNING: 14/09/15 DAY C/A SUBJ Mins OBJECTIVES ACTIVITIES SUPP/EXT. CLASS ORG./ TEACHER GROUP ASSESS. RESOURCES EVALUATION
M
O
N
D
A
Y
Maths 60
M. Start: NLO
Wh. Class: TG=
Ind. Act: CA=
Plenary: ICT =
English 60
Text: LLOTA =
CA = Ind Act:
Plenary:
Science 45 WHC o/d/w
French o/d
PSHE 45 WHC D/W
T
U
E
S
D
A
Y
Maths 60
M. Start: NLO
Wh. Class: TG=
Ind. Act: CA=
Plenary:ICT =
English 60
Sent;Word:
LLOTG =
CA = Plenary:
Games 60 WHC
Science 60 WHC
YEAR THREE SOUTH FARNHAM CLASS ENGLISH RECORD Week 1
Objectives
Text: Six Dinner Sid
Text
To listen to and
discuss a range of
fiction books.
Spag
To be able to write
in complete
sentences and
demarcate them
correctly.
Writing
To develop ideas
from reading into a
structured story.
Edit & Improve
To edit and improve
to create a final copy.
Speaking and
Listening
To actively include
and respond to all
members of a group.
Date
Group 1 differentiation
Comment
Group 2 differentiation
Comment
Group 4 differentiation
Comment
Group 5 differentiation
Comment
Group 6 differentiation
Comment
Key: Support = Core = Extension
=
Class: 5H
Dylan Clarke Sophie Clarke Lucy Coleman Matthew Dalziel Samuel Devergne Nico Gordon Ben Goult Joshua Grinsted Malaki Harrison Olivia Henderson
TermA Sp S A Sp S A Sp S A Sp S A Sp S A Sp S A Sp S A Sp S A Sp S A Sp S
Grade to be shown each term as, for example: POS = YR 3 Content term c b a and level of Blooms application RED CELL BLUE CELL GREEN CELL
DRIVINGIMPROVEMENT
• Identification using Standardised Scores
• From Data to Action
• Focus Groups
• Language of Learning
• Intrinsic Motivation
The word ‘assess’Comes from the Latin verb ‘assidere’
meaning ‘to sit with’. In assessment, one
should sit with the learner. This implies it is
something we do with and for students and
not to students (Green, 1998)
The findings of Black & Wiliam indicate that the
most significant learning gains occur when
teachers and students work collaboratively to
address learning need.
To maximise achievement, it is critical that
assessment information is used with students so
that they understand and have a sense of
ownership of their learning
‘Good Feedback Causes Thinking’
Paul Black
Never, ever give up! You’ll always miss the shots you don’t take! You haven’t lost until you stop trying! Tread softly for you tread on my dreams! Genius is 99% perspiration…….! If you can dream it you can do it! Whether you think you can or whether you think you can’t – you’re probably right!
• embedding Year ( ) POS = BEL = Working Towards/Below National Standard
• achieved and ready to progress to next POS = ARP = National Standard
• exceeded and progressed to next POS = EXC /= Mastery/Above National Standard
NAME
Richard
Brown
Sept
Year 3
Non-
Verbal
Stand Sc
September Year Three STANDARDISED SCORES
PIPS NV PIPS Maths
September Year Three
STANDARDISED
SCORE
RAW SCORE/20
Reading S P G
September Year
ThreeSTANDARDISED
SCORE
PIPS Read
TARGET
END KS 2
Set at Entry
revised
annually
KS 1:Ma Re WrARP EXC ARP
100 100 99 110 15 15 15 112 Ma Eng
ARP EXC
May
annually
Maths
SS Maths Programme of StudyNum Frac/D Me Ratio Alg Geom Data