‘CREATING
POSSIBILITIES IN THE
SCHOOL LED
SYSTEM’
The NW School Led Conference 2015
Tuesday 20th 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
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.
Plenary: Hotseat Delroy/other characters
Cross Curricular: PSHEC (Social issues) Computing.: Literacy Bank 6 Conditional 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
ENGLISH Grammar Spelling and Punctuation
Year 3
Year 4
Year 55c 5b 5a 5c 5b 5a 5c 5b 5a 5c 5b 5a 4b 5b 5a 5c 5b 5a 5c 5b 5a 5c 5b 5a 5c 5b 5a 5c 5b 5a
Year 6
Reading
Year 3
Year 4
Year 55c 5b 5a 5c 5b 5a 5c 5b 5a 5c 5b 5a 4b 4a 5a 5c 5b 5a 5c 5b 5a 5c 5b 5a 5c 5b 5a 5c 5b 5a
Year 6
Writing
Year 3
Year 4
Year 54a 5b 5a 4b 5b 5a 4a 5b 5a 4b 5b 5a 4c 4b 5a 4b 5b 5a 5b 5b 5a 4b 5b 5a 4b 5b 5a 5c 5b 5a
Year 6
MATHEMATICS Mathematics Number Place Value
Year 3
Year 4
Year 55c 5b 5a 5c 5b 5a 5c 5b 5a 5c 5b 5a 5c 5b 5a 5c 5b 5a 5c 5b 5a 5c 5b 5a 5c 5b 5a 5c 5b 5a
Year 6
MATHEMATICS Mathematics Number Calculations
Year 3
Year 4
Year 55c 5b 5a 5c 5b 5a 5c 5b 5a 5c 5b 5a 5c 5b 5a 5c 5b 5a 5c 5b 5a 5c 5b 5a 5c 5b 5a 5c 5b 5a
Year 6
Mathematics: Fractions Decimals and Percentages
Year 3
Year 4
Year 55c 5b 5a 5c 5b 5a 5c 5b 5a 5c 5b 5a 5c 5b 5a 5c 5b 5a 5c 5b 5a 5c 5b 5a 5c 5b 5a 5c 5b 5a
Year 6
Mathematics Measures
Year 3
Year 4
Year 55c 5b 5a 5c 5b 5a 5c 5b 5a 5c 5b 5a 5c 5b 5a 5c 5b 5a 5c 5b 5a 5c 5b 5a 5c 5b 5a 5c 5b 5a
Year 6
Mathematic Geometry
TERMLY TEACHER ASSESSMENT TRACKING
Class: Jenny Brown Peter Green Violet Nunn James Brett Robert Stott Fiona Ray Mia Moore Chloe Harley Calum George Archie Collins
Term 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 A Sp S
Writing
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 3C 3B 3A 3C 3B 3A
Year 4 4C 4B 4A 4C 4B 4A 3A 3A 4C 4C 4B 4A 4C
Year 5
Year 6
History
Year 3
Year 4
Year 5
Year 6
Geography
Year 3
Year 4
Year 5
Year 6
TERMLY TEACHER ASSESSMENT TRACKING
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
English Programme of Study
Re Wr P G
Reading
SS Raw /20
S P G
YEAR 3 100 3a 3a 3a - - 3a 3a 4c 3a 4c 4c 116 16 16 17 ARP EXC
YEAR 4 106 4a 4a 4a - - 4a 4a 5c 4a 5c 5c 116 17 17 17 ARP EXC
YEAR 5 110 5a 5a 5a 5a 5a 5a 5a 6c 5a 6c 6c 120 19 18 19 EXC EXC
YEAR 6 112 Met National Standard MASTERY/EXCEEDED
National Standard
ARP EXC
SOUTH FARNHAM PUPIL’S SUMMATIVE RECORD
OVERVIEW OF PUPIL TARGETS Class 5H Teacher Mrs Hodge
Pupils Embedding
READING TEST (INC SPAG) Previous SS Current SS WRITING TEST Previous level
Current POS
level WRITTEN MATHS TEST Previous SS Current SS
Matthew Bricklebank 3c 5c
Archie Buchanan 3a 5c
Ellis Carroll 4c 5c
Sophie Clark 3b 5c
Matthew Dalziel 3b 4a
Sam Devergne 3c 4a
Malaki Harrison 3a 4b
Olivia Henderson 3a 5c
Jamie Lodge 3c 4b
Molly Tebbutt 3b 4b
CLASS 5H
NameEng Read SS 14
Eng Read SS 15 (Inc SPAG)
M/ARP /EXC
Eng Writing Level
Eng Writing POS level
M/ARP /EXC
Maths SS 14
Maths SS 15
M/ARP /EXC
Tess Adlam 114 131 3a 5a 133 126
Reuben Anthony 127 135 4c 5a 139 126
Nicole Bacon 108 114 3c 5b 113 122
Austin Bradshaw 102 108 3b 5a 108 131
Matt Bricklebank 103 111 3c 5a 132 132
Louie Brooks 130 134 4c 5a 137 141
Archie Buchanan 120 121 3a 5a 132 132
Tom Campbell 137 141 4c 6c 139 136
Ellis Carroll 111 122 4c 5a 125 121
Sammy Carroll 120 126 3b 5a 130 117
Sophie Clark * 111 3b 5b 108 109
Dylan Clarke * 136 3b 6c 137 136
Lucy Coleman 108 109 3b 5a 119 118
Matthew Dalziel 109 108 3b 5c 124 130
Sam Devergne 100 101 3c 4a 125 134
Nico Gordon 117 118 3b 5a 134 136
Ben Goult 118 139 4c 5a 127 125
NAME
Lucy Wallis
September
Year 3September Year 3
September Year 3
English SS (GL Ass.)
September Year 3
Standardised Reading (PIPS)
TARGET
END of KS2
NV SS Other NVSS (PIPS)Standardised Maths
(PIPS)Re (SS) S P G 97
114 112 114(Raw /
20)
KS1
Ma Re Wr
2a 2a 2b
May annually Maths SS Maths POS English POS Read Raw % MATHS ENGLISH
Num Calc FDP Meas Geom Stat R&P Alg Re Wr Sp G Re (SS) Sp G
YEAR 3 POS 104 3c 109
YEAR 4 POS 126 3b 118
YEAR 5 POS 129 5a 5a 5a 5a 5a 5a 5a 5a 5a 118 64 70 EXC EXC
YEAR 6 POS
NAME
Olivia YeomansSeptember
Year 3September Year 3
September Year 3
English SS (GL Ass.)
September Year 3
Standardised Reading (PIPS)
TARGET
END of KS2
NV SS Other NVSS (PIPS) Standardised Maths (PIPS) Re (SS) S P G 127
129 94 97(Raw /
20)
KS1
Ma Re Wr
2b 3c 3c
May annually Maths SS Maths POS English POS Read Raw % MATHS ENGLISH
Num Calc FDP Meas Geom Stat R&P Alg Re Wr Sp G Re (SS) Sp G
YEAR 3 POS 118 3b 118
YEAR 4 POS 130 3a 130
YEAR 5 POS 125 5a 5a 5a 5a 5a 5a 5a 5a 5a 118 79 90 EXC EXC
YEAR 6 POS
SOUTH FARNHAM ATTAINMENT ACROSS THE SCHOOL YEARS 4, 5,6 SEPTEMBER 2015
PROGRAMME OF STUDY 4 Reading 4 Writing 4 Maths 5 Reading 5 Writing 5 Maths 6 Reading 6 Writing 6 Maths
Number of Pupils in Year 3 Number of Pupils in Year Four: Number of Pupils in Year Five:
Boys: Girls: PP: Total: Boys:70 Girls: 58 PP:8 Total: 136 Boys: 104 Girls: 66 PP: 15 Total: 170
EMB BOYS 9 17 6 11 12 8 1 24 0
EMB GIRLS 7 10 3 6 5 4 1 15 1
EMB ALL PUPILS 10 17 8 17 17 12 2 39 1
EMB TOTAL NPP 16 27 9 16 16 9 2 34 1
EMB TOTAL PP 0 1 2 1 1 3 0 5 0
ARP BOYS 44 45 32 30 45 22 44 36 21
ARP GIRLS 26 36 26 20 36 26 22 23 13
ARP ALL PUPILS 71 82 58 50 81 48 66 59 34
ARP TOTAL NPP 68 80 32 47 76 45 56 51 27
ARP TOTAL PP 5 4 1 5 5 3 10 8 7
EXC BOYS 19 10 34 32 12 44 58 43 82
EXC GIRLS 27 16 33 37 26 32 44 29 53
EXC ALL PUPILS 46 26 67 69 38 76 102 72 135
EXC TOTAL NPP 46 25 65 67 36 74 96 68 126
EXC TOTAL PP 1 2 3 2 2 2 6 4 9% ALL PUPILS 86% 79% 92% 88 88 91 39
60 99%
35
41 76%
21
79 100%
% NPP
as percentage of non-
pupil premium children in
Year
87% 81% 75% 90 88 93 36
63 99%
34
43 77%
19
81 100%
% PP
as percentage of number
of PP children in Year
100% 85% 67% 88 88 63 67
33 100%
53
13 66%
40
60 100%
RESEARCH Developing Staff as Experts in Assessment
Revitalised approach: back
to pedagogic principles
‘Joint Practice Development
Collaboration between school
Training in how to use data
MOVING FORWARD
Einstein said: Any fool can know; the trick is to understand
‘CREATING
POSSIBILITIES IN THE
SCHOOL LED
SYSTEM’
The NW School Led Conference 2015
Tuesday 20th 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