Information Evening 2015. A new Government. Introduction of UFSM. A new curriculum. Assessing Without Levels.

Tavistock Infant School

Information Evening 2015

A new Government. Introduction of UFSM.A new curriculum. Assessing Without Levels.

A Period of Change

Achieving Happily Together

John Hattie

John Hattie has been Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne since 2011.

His books are based on 15 years of research looking at the influences on achievement.

His work builds a story about the power of teachers and of feedback, and constructs a model of learning and understanding.

John Hattie’s Visible Learning.

It is teachers seeing learning through the eyes of students; and students seeing teaching as the key to their ongoing learning.

The Key Principle.

Teachers set the right challenges based on where the child is and where they next need to be.

We have high expectations that all children can learn.

We welcome mistakes as opportunities to learn.

We are passionate about and promote the language of learning.

We need to ‘hear’ learning as it happens so we have a culture where…

Year 1 and 2

It helps when the following are in place! They want to learn. Want to be challenged. Want to achieve the aim of the learning and

beyond. Have a growth mindset. A supportive home environment that values

learning and allows children to take risks.

Where does the child fit in?

Deliberate practice

Rehearsal

Error

ReteachingListening

Trying

Exploring

Learning is hard work!

Mindsets.Carol S. Dweck Mindset: The New Psychology of Success (2013)

Fixed Mindset Growth Mindset

A “fixed” mindset is the belief that a person’s intelligence, creative ability and talent are

fixed at birth and cannot be significantly

changed.

A “growth” mindset is the belief that

intelligence, creative ability and talent can

change.

Which are you?

Fixed Mindset Growth Mindset

Individuals with this view are reluctant to take on challenges

because they see failure as a sign of weakness

or lack of ability.

Individuals with this view believe they can

learn from their failures and improve their

performance through persistence and a willingness to try

different approaches.

The new National Curriculum has been referred to a ‘mastery’ curriculum. There are many opinions on what ‘mastery’ means in children’s learning.Tim Oates - Refers to mastery as deepening rather than learning more

and leaving gaps. Says mastery is a journey not a destination Speaks about mastery is getting ‘it’ enough to move on

and needing practice that is expansive not dull repetition.We will be using the term ‘deep’ learning instead of mastery.

New National CurriculumTim Oates - Group Director of Assessment Research and Development at Cambridge Assessment, he was

the chair of the expert panel that reviewed the National Curriculum between 2010 and 2013.

Each year stands alone and everything must be taught.

All children start the year group programme of study at the beginning of each new year. Some children will ‘get it’ quicker so their progress will be rapid. Other children will take longer and may need to revisit learning more than once.

We all need to know whether children are on track towards meeting Age Related Expectations.

The emphasis is very much on children being junior ready, secondary ready and life ready!

In the National Curriculum

The New Curriculum.

We have:

Implemented the new curriculum working with HIAS inspectors to ensure we were teaching to the raised expectations.

Modified our planning, teaching and assessment reflecting the raised levels of expectation for Key Stage 1.

Changed our vocabulary of levels because 1, 2 and 3 no longer exist.

Worked collaboratively with other local schools to build a broader evidence base and develop a better understanding of expected progress.

Recognised the effect that feedback has on children’s learning. Had a visit from OFSTED in February who judged Tavistock as a

GOOD school.

In our School 2014/2015

As result of the changes towards the Government expectation that 85% of all children reach Age Related expectations, our end of KS1 SATS results were higher than previous years. Children achieving 2B+ Reading 94% Writing 85% Maths 94%

End of KS1 Assessments 2015

Assessing with Levels has gone and has been replaced by Assessing without Levels. Why have the levels gone? Research has shown that by having levels 1, 2C, 2B, 2A and 3 this meant everyone focused on the number and moving up to the next number, rather than on the learning and next steps in learning.

ASSESSMENT

Learning fewer things but in greater depth. Children knowing something so well so they

can apply the knowledge to new learning. Schools nationwide are developing their

own systems and looking to the Government and LEAs for future developments and guidance.

What does this mean?

We have always known that assessment has to be: Reliable and accurate. Ongoing and diagnostic. Identifying misconceptions and correcting

them before moving on. About knowing children’s thinking.

This is the same as it always has been.

Assessment

We will continue to assess children’s learning through: assessment matrices, planning, marking, conversations with children, HT drop ins, monitoring and observations, external monitoring and observations, HT reports termly to Governors, who also

have a monitoring schedule.

Our Assessment Cycle.

During 2015/2016 we will:

Continue to have high expectations of all children regarding their learning and behaviour.

Embed the new curriculum and the raised expectations. Attend training led by HCC and clusters of schools. Continue to work collaboratively with other local schools

to moderate so we ensure expected progress is consistent.

Continue to embed our Assessment system as shown in the depth of learning gauge.

2015/2016

Depth of learning gauge Met is an indication that

children have achieved the Age Related Expectation (ARE) for their year group.

We will be using colours to enable children to assess their own level of understanding/learning in line with the colours on the gauge.

WATCH THIS SPACE!