Exemplar Programme: School Development Day 1

Session 1Introduction, Background and Context

Context for Assessment

Legislative Requirements

Implications and Timescales

Introduction to the Cross-Curricular Skills and Levels of Progression

Break

Session 2Skills Workshops

Part 1 – Understanding the Cross-Curricular Skills and the Levels of Progression

Lunch

Session 3Skills Workshops

Part 2 – Planning and the Assessment Process

Exemplar Action Plan – Assessing and Reporting the Cross-Curricular Skills at Key Stage 3

Apr – June 08 /
  • Assessment Training

May – June 08 /
  • Design Audit Materials
  • Taking account of Statutory Requirements for the Cross-Curricular Skills

May – June 08 /
  • Audit all Departments
  • Obtain a detailed overview of existing Cross-Curricular Skills Activities at Key Stage 3
  • Identify new/more ‘progressive’ Cross-Curricular Skills Requirements/Activities
  • Identify possible Professional Development Needs

May- June 08 /
  • Map Activities against Statutory Requirements for the Cross-Curricular Skills
  • Identify gaps
  • Identify opportunities within, e.g. Thematic Units, to take account of Cross-Curricular Skills Assessment

September 08 /
  • Plan for Assessment
  • Identify/Assign Departmental Responsibility for
  • Acquisition
  • Development
  • Assessment
  • Reporting
  • Revise Schemes of work for taught programmes (where appropriate) to take account of assessment requirements

October 08 /
  • Plan for Moderation
  • Consideration of internal standardisation/moderation models

November 08 /
  • Assessment Policy
  • To provide a detailed account of how Cross-Curricular Skills will be assessed at Key Stage 3

Facilitators’ Notes:

Communication

Facilitators’ Notes: Communication

Content / Key Messages / Activities / Time / Resources
Introduction and recap from previous session / Main messages from previous presentation
  • Statutory requirements
  • Acquisition and development
  • Assessment and reporting
  • Proposal and potential role of comment banks
/ Recap / 5 -10 mins
Overview of day / Aims / Overview of the training programme, aims and timings / 5 mins / Appendix 1
Communication to date in our school / Using prompt questions, discuss what the school has done in preparation for the assessment of Communication to date.
Take feedback. / 10 mins / Appendix 2
Flipchart
Markers
What is Communication? / Point to make after first activity:
Communication skills are inherent in much day to day work across the curriculum.
(Ensure that the points below are covered in discussion:)
  • Communication activities exist and are used across the curriculum because they have the potential to enhance learning, whether or not a subject has a role in statutory assessment;
  • the carousel activity identifies naturally-occurring opportunities to develop pupils’ Communication skills which are currently used (there may be others);
  • duplication/saturationof certain activities across the curriculum should be avoided. The role of whole-school mapping should be considered;
  • transferability of skills is important. The potential of having consistency in approaches could be considered.
/
  • Askteachers the following question:What do pupils do in your class?
The question is intended to be completely open, ie. there is no Communication slant at this stage. Give about 30 seconds and encourage a few single word responses. Collate answers on flipchart. Ask teachers to identify which activities need / exploit the skill of Communication OR ask them to identify which those activities which don’t require the skill of Communication in any way.
  • Split group into three sub-groups to run a carousel activity (see )
In this activity, teachers move to different stations to note on flipchart sheets any activities that they use in class in relation to
Talk and Listening; )
Reading; ) one flipchart sheet
Writing. ) each
Where the activity that they wanted to note has already been noted, ask each person who uses that particular activity to add a tick, showing a tally.
  • Post up three sheets for viewing and discussion using the following questions about acquisition and development:
What does this activity tell us about Communication across the curriculum?
What issues do the flipchart sheets raise about coverage / duplication / saturation?
Are there issues around consistent / inconsistent approaches to common activities? How can we go about addressing these issues? / 15 mins / Flipchart
Markers
Blu Tac
Understanding the requirements for Communication / Points to make before the activity :
  • the bullet points are not discrete but integrated and complementary, ie. none works in isolation from the others. The bullet points should be considered holistically – not as a tick list.
Points to make after the activity:
  • make distinction between ongoing acquisition and development of Communication skills (learning outcomes in all subjects) and the statutoryassessment of Communication. In both instances, Communication work should fall out of day-to-day practice, it should be referred to explicitly and it should enhance learning in the subject;
  • where there is a need for a department to assess Communication as part of a whole school model for the delivery of statutory assessment, then a teacher can build on their knowledge about the Communication requirements to go on to make a judgement and assign a Communication level.
/
  • Ask teachers to read Appendix 3 (the requirements for Communication), drawing teachers’ attention to the fact that Communication in the Northern Ireland Curriculum consists of three complementary strands: Talking & Listening, Reading and Writing. Each of thethree strands consists of a number of bullet points. These bullet points, as seen on Appendix 3, constitute Communication. (Available on the N. Ireland curriculum website by scrolling down at
  • Distribute Appendix 4. Ask teachers to consider what is involved in pupils’ delivering a presentation and to draw arrows on Appendix 4 (example given) illustrating the requirements that delivering a presentation would meet.
  • Ask teachers to chose and note on Appendix 4 a second Communication activity that they use in their subject (ideally from the previous carousel activity). Match the chosen activity to the Communication requirements, as was done with the idea of a presentation.
(Note for facilitator : Appendix 4 shows exactly the same requirements as Appendix 3 in a different format. Appendix 4 shows the requirements the column which can be seen running down the left hand side of the levels document.The purpose of the activity is to illustrate the fact that any Communication activity which draws in some way on Talking, Listening, Reading and Writing, is likely to meet many of the requirements. Different activities will meet different requirements to different extents). / 15 mins / Appendix 3
Appendix 4
Introduction to the Levels of Progression / Points to make before activities :
  • the Communication levels are not the same as the outgoing levels of attainment for English;
  • the levels for Communication are competency-based (ie. pupils can…);
  • the levels are draft;
  • the requirements (on the left of the document) cover KS1 to KS3.
  • the purpose of the colour is to track progression from each requirement up through the levels;
  • the levels are intended to be used holistically – not as a tick list;
  • there will be a need to look at the levels with tasks (and exemplification) before standards become clear;
  • guidance and exemplification of pupils’ work will be available.
/
  • Ask teachers to track one colour strip from level 1-7. looking at progression.
  • Ask teachers to read down all level descriptors for level 4 and 5, annotating key words in the context statements and in the bullet points which pinpoint progression.
  • Take feedback and inform teachers that the levels document will be considered in more detail in a later session.
/ 30 mins / “Draft Levels of Progression in Communication across the Curriculum: Key Stage 3”
Lunch
CCEA exemplar tasks for Communication / Points to make before the activity:
The Communication Tasks provided by CCEA as exemplars:
  • are non-statutory;
  • can be used as a stepping stone between classroom practice and statutory assessment (can be adapted);
  • take a holistic approach to Communication (ie. exploit Talking & Listening, Reading and Writing with a focus on one of these three strands, the other two strands being used in a complementary way);
  • are generic and should be integrated into subjects so that the subject provides the context;
  • draw attention to the importance of prior learning;
  • can be used by teachers not involved in assessment i.e. – to facilitate development of Communication and Communication-based learning outcomes in subject.
Points to make after activity:
  • use of one communication requirement is not at the exclusion of the other requirements in that strand. All bullets in the strand focus should be considered when making a judgement;
  • assessment tasks need the context of a subject to make them meaningful;
  • assessment tasks have the potential to enhance learning in a subject;
  • an overview is needed of use of Communication tasks during the Key Stage.
/
  • Ask teachers to read the task (“Produce a flyer to promote a product, service or event”) from the perspective of their subject. It may be helpful to approach the task in segments and to explain to teachers, prior to their own reading, the main features of each segment as noted below.
Box 1
“Assessment focus” is one of the three strands (ie. Talking & Listening , Reading or Writing)
“Requirement central to task” is one of requirements which teachers will have looked at previously.
Box 2
“Task outline” sets out the sequence in which Talking & Listening, Reading and Writing are addressed.
“Approach” explains how the three strands (Talking & Listening, Reading and Writing) complement each other and how each contributes to the strand which has been chosen as the assessment focus.
Give teachers five minutes to read the Task Outline.
Take feedback and address questions.
Sequence of tasks
Each box sets out a stage in the task with some suggestions about prior learning, prompt questions and explanation of how the activities within the task are connected.
For this part of teachers’ reading, the facilitator may wish to distribute promotional material relevant to different subjects.
Give teachers five minutes to read Sequence of tasks. Take feedback and address questions.
Making a Judgement
This segment gives further guidance on the level descriptions central to the task. It may be useful to refer back to the levels document at this stage.
  • Ask teachers to think of three instances in their subject in which the task considered here could be used to enhance learning in their subject as well as developing Communication skills.
  • Discuss ideas.
/ 30 mins / Task booklet – “Assessing the cross-curricular skills (Key Stage 3): Draft Guidance for teachers” (page 17)
Identifying assessment opportunities /
  • it may be useful to identify opportunities to develop Communication, as noted in Learning Outcomes in departmental schemes;
  • it may be useful to highlight in the departmentalKey Stage Scheme those opportunities which will be used in relation to statutory assessment of Communication;
  • ensure that any task used for statutory assessment covers all three strands of Communication (Talking & Listening, Reading & Writing) and provides sufficient opportunity for pupils to demonstrate their skills;
  • check how their department’s identified task(s) and the timing of them fits into any whole-school map for Communication.
/ (Teachers working in own departments)
  • Identify units in departmental schemes of work which have Communication-based Learning Outcomes;
  • Consider how a given activity can be developed into an assessment task that encompasses all three strands of Communication (Talking & Listening, Reading and Writing).
/ 30 mins / Departmental Schemes of Work
“Draft Levels of Progression in Communication across the Curriculum : Key Stage 3”
Create a task /
  • naturally-occurring opportunities can be developed into Communication tasks using the templates provided, if appropriate (excluding “What to look for” in the “Making a Judgement” segment).
/
  • Think about how the opportunity identified can be developed (Appendices 5 & 6).
  • Explain prompts given in task template (Appendix 7) and give time for teachers to develop an assessment task (using Appendix 8).
/ Appendix 5
Appendix 6
Appendix 7
Appendix 8
Support for assessing Communication / Available supporting materials / Overview of the range of support available for assessing Communication.
  • CCEA exemplar tasks
Additionally under development;
  • Assessment microsite;
  • Non-statutory guidance for level descriptors;
  • Exemplification of standards/pupils work;
  • Quality assurance/moderation.
/ 5 mins / “Draft Levels of Progression in Communication across the Curriculum: Key Stage 3”
Plenary and Evaluation / Aim to make processes:
  • manageable
  • sustainable
Aim to make outcomes:
  • meaningful
/ Final reflection and feedback/discussion
Evaluation
Next steps… / 10 mins / Appendix 9
Appendix 10

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Facilitators’ Notes:

Using Mathematics

Facilitators’ Notes: Using Mathematics

Content / Key Messages / Activities / Approx. Timings / Resources
Ways of working / Introductions and Welcome / Introduction and explain remit of facilitator/trainer(s).
Give overview of the training programme and timings.
Throughout these sessions, participants can make notes of questions/issues which can then be addressed during feedback and reflection. / 5 mins / Overview of training programme
Optional recap / Explaining and translating the statutory requirements for assessing Using Mathematics / Recap main messages about assessment arrangements (from previous presentation if delivered).
  • Statutory requirements
  • Acquisition and development
  • Assessment and reporting
  • Proposal and potential role of comment banks
Ask if people are clear and recap if necessary. / 5-10 mins / Reference: Guidance pp 3, 4
Using Maths to date in our school / The story so far… / Personal reflection.
Using prompt questions, discuss what the school has done in preparation for the assessment of Using Maths to date. / 10 mins / Appendix 1
(Flipchart
Markers)
Levels of progression / Understanding the layout of the levels of progression document. / Walk through the layout of the levels document.
  • Requirements – (found on page 2 for easy reference) refer to what ‘using’ is. Can you recognise any of these occurring in your subject?
  • Look at Requirements - initial thoughts and discussion.
  • What is Using Mathematics? - it incorporates both ‘How’(the requirements) and ‘What’(the coverage/range)
  • The standard for a level – refer to one level, point out that a summative judgement will be made against these criteria at the end of each year. This will be dealt with later in this session.
  • Explain the colour coding of requirements – to aid the tracking of requirements across the 7 levels
/ 10 mins / Levels of Progression for Using Mathematics
Reference: Guidance p 2
Reference: Guidance pp 5, 6
Activity 1 / Mapping an assessment opportunity to the requirements for Using Mathematics / Activity 1 Carry out the activity on page 6-7.
  • Participants discuss and share individual experiences within the group. Take feedback from the groups as necessary.
Reflection
  • Discuss reflection questions and take feedback.
  • What learning has been achieved by carrying out this activity? E.g.
  • Requirements are not discrete but tend to overlap and blend in any activity. They’re not a tick list.
  • It’s unlikely that any one activity will cover all the requirements. Therefore assessment may be ongoing rather than ‘big hit’.
  • Assessment will need to be carefully planned in order to ensure pupils are given adequate opportunities to demonstrate their skills.
/ 30 mins / Guidance p. 6 – 8
Activity sheet (Appendix 2)
Levels of Progression for Using Mathematics
Progression: Requirements
and Context statements / Understanding the nature of progression / Demonstrating progression in the requirements
  • Track one requirement through the levels using the colour coding.
  • Note the key words that define performance at each level as you progress through the requirement.
Exploring the context statements
  • Use your previously defined assessment opportunity and decide which context statement would best be reflected by this activity.
  • Consider if the context is inhibiting pupils from achieving at an appropriate level.
  • How might the activity or the context be doing this? How could it be amended?
Take feedback as necessary. / 15 mins / Levels of Progression for Using Mathematics
Completed sheet for Activity 1
Reference: Guidance p. 8
Process of assessment / The nature and process of making assessment judgements / What’s involved in making an assessment?
In summary, assessment:
  • is a ‘best fit’ judgement;
  • is carried out each year;
  • is ongoing;
  • takes into account the ‘What’ and ‘How’ of Using Maths;
  • is likely to be based on a number of assessments over a range of contexts using a variety of methods.
Explore the potential range of assessment methods that would help inform a judgement.
  • Flipchart suggestions from the group.
  • Supplement with the examples on Guidance page 9.
Identify the good practice of retaining evidence of pupils’ achievement and consider how this might be done for different methods of assessment.
  • Add this information to the flip chart.
Refer to Appendix 6: Recording – Observation as possible example. / 10 mins / Flipchart and pens Reference: Guidance p. 9
Appendix 6: Recording – Observation
Planning for assessment / The importance of planning for assessment / The need for planning.
Why is planning important?
Ask group to consider and discuss.
Possible reasons:
  • To ensure acquisition and development of skills but also to support assessment and reporting.
  • To identify what opportunities naturally exist in subjects’ schemes of work.
  • To find out what aspects of Using Mathematics are covered by these opportunities.
  • To see if the opportunities identified for Using Mathematics need to be, or can be, improved/strengthened to meet the requirements.
* Note: Possible use of an exemplar template for mapping provision at a departmental level (Appendix 2). / 10 mins / Reference: Guidance p. 9, 10
Appendix 3
Lunch
Creating assessment activities / The principles underpinning appropriate assessment activities / Outline different types of activities:
  • ongoing, regularly occurring class work and homework;
  • planned activities to demonstrate pupils’ understanding, skills and application of mathematical concepts.
What makes an effective assessment activity?
Group discussion and feedback to flipchart.
Supplement feedback as necessary to affirm that assessment should:
  • be naturally occurring;
  • demonstrate, apply and transfer skills;
  • be authentic;
  • be open-ended and flexible;
  • be accessible yet challenging;
  • allow for differentiation;
  • be manageable.
/ 15 mins / Flipchart and pens
reference: Guidance p. 10
Using the exemplar CCEA tasks / Exemplar tasks can support assessment in Using Mathematics / Overview of the remit and make up of the exemplar tasks
  • generic
  • range of levels
  • process and product
  • specific task criteria
Identify the three tasks for UM:
  • Individual Investigation/Class Survey
  • Measuring Activity
  • Read and Interpret Information
/ 5 mins / Task Booklet
Reference: Guidance p. 10
Activity 2 / Planning an assessment activity / Activity 2 – Complete the activity (Parts 1 and 2) on page 11 using:
  • task booklet
  • planning template (Appendix 4) and/or
  • sample task template if required (Appendix 5)
Explain the role of the ‘Detailed Support for Progression’ document and how it can help support the interpretation of the requirements. / 30 mins / Reference: Guidance p. 11-13
Task Booklet
Appendices 4 and 5
Detailed Support for Progression in Using Mathematics
Reflection on Activity 2 / Reflection
Prompt questions to support discussion.
  • Any general thoughts or issues on this process?
  • In what ways are the templates useful/supportive or not?
  • Did the ‘Detailed Support for Progression’ resource help you understand the requirements for Using Mathematics?
  • How did you use them to aid your understanding?
  • What else might help support you when planning assessment activities?
Feedback to flipchart as necessary. / 15 mins / Flipchart and pens
Making a summative judgement / What to consider when making a judgement. / A Using Mathematics level needs to be provided for each pupil, each year.
Judgements should:
  • be ‘best fit’ holistic;
  • ideally be drawn from a range of activities/tasks;
  • demonstrate knowledge and application.
Big questions to ask when making a summative judgement:
  • Can s/he ‘do the maths’ at this level?
  • Can s/he choose and apply maths as described in the requirements for this level?
Use the summary diagram on page 15 to emphasise this process.
Refer to the potential use of Alta to support judgements regarding coverage/range.
* Note – Alta automated assessment does not cover the requirements of Using Mathematics, just the content. / 10 mins / Reference: Guidance p. 14, 15
Support for assessing Using Mathematics / Available supporting materials / Overview of the range of support available for assessing Using Mathematics.
  • CCEA exemplar tasks
  • Lines of Development
  • Alta Maths
Additionally under development:
  • Assessment microsite
  • Additional exemplar tasks
  • Detailed Support for Progression
  • Exemplification of standards/pupils’ work
  • Quality assurance/moderation
/ 5 mins / Reference: Guidance p. 16
Detailed Support for Progression in Using Mathematics
Plenary and Evaluation / Final reflection and feedback/discussion
Evaluation
Next steps… / 10 mins

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