14th June 2016: We already have many offers from #LearningFirst colleagues happy to share:
Out MAT approach to life after levels which incorporates primary standards moving into secondary.
New tracking system.
Schools leading the system.
Solo taxonomy, quick key and other ideas for assessment – would love a critique on my thinking.
My approach to teaching KS3 mixed attainment maths.
How we can use the SLE network to develop local practice and expertise in assessment beyond levels.
Cultivating independent learners through a school’s approach to growth mindset (staff, pupils, parents) and solo taxonomy so children can self assess and see their next learning goals. I’d like to share my personal approach and how this can be cascaded throughout the school in line with a mastery curriculum.
Having done a fair bit of research we have designed a personalised “brick wall” learning journey for each year group which puts the curriculum first and engages our teachers professional judgements to make judgements as to where a child is working and most importantly supporting them in knowing what their next steps are to make progress in learning. We have revised our meetings with parents so they now reflect a Learner Review style approach and our brick wall “Learning Journey’s” are integral in supporting parents know the expectations in the year group their child is in and how they can best support them. We believe our assessment system measures what we value and our learning charter behaviours (e.g. resilience, challenge, respect etc) are part of what we assess. Having spent a year using our resources and recently making revisions, we would be delighted to get some feedback and critique to help us move forward in our assessment beyond levels journey!
TBAP Trust schools have developed their own model of assessment for AP learners which has assessment without levels at its core. We have also incorporated a number of other elements to our model to demonstrate how our learners make progress. Our Progress 5 model includes: 1. Progress in subjects 2. Attendance and Punctuality 3. Behaviour 4. Literacy and Numeracy 5. Therapy and Enrichment.
The central ethos for the Cotswold Edge Teaching Alliance is working together across the primary and secondary sectors in order to develop outstanding teaching and learning. Our Transition Working Party has been focusing upon addressing the ‘dip’ that can occur when moving from Year 6 to Year 7 and looking at ways we can provide continuity between the primary and secondary experience. Our key focus has been upon an agreed set of academic standards in English (our ‘super six’) and Maths (our ‘dynamite dozen’) to ensure that there is a clear understanding of the minimum expectations for Year 6 students that are then developed in Year 7. Our aim is to provide challenge for students and avoid repetition of skills already acquired. These ‘non- negotiables’ form part of an induction task and are used for peer and teacher assessment of the benchmarking activity. Furthermore, they will serve as a record of the work achieved in Year 6 to avoid lapses of standards in Year 7. Colleagues from secondary schools are visiting primary schools in order to understand and utilise primary practice; again providing that continuity. The session will involve sharing the process, outcomes and resources produced.
One of the great things about the #LearningFirst community is the range of colleagues involved. Our contributors so far: