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  • 1. A minimum 3 levels progressFOR ALL PUPILSWe’ll get you there
  • 2. What’s the issue? Not all pupils are making at least 3 levels progress. And most progress happens in Years 2 & 6. Some pupils go back over, stand still or make muchslower progress in the in-between end of key stage years!What should I do? Start by setting the Long Term Targets for all pupils by usingour formula click on this link (SETTING TARGETS) The formula assumes at least 4 sub levels progress in KS1 and 7sub levels in KS2. At KS2, that translates to 1 sub level in Yr 3and 2 sub levels in each of the Years 4, 5 & 6.
  • 3. How do pupils know what progress theyare making against their targets? Read this slide then click through to the PUPIL TRACKING SHEET.These are available L1-L6 The tracking sheet shows what level and sub level A Nony-Mousewas assessed at the end of the previous year (level 3A), and where theteacher for the new academic year has to get her to by the end of theyear ie (4A) –as a minimum expectation The target setting formula expects 2 sub levels per year, so A Nony-Mouse must have fallen short of her target in Year 5 so the Year 6teacher has to get 3 sub levels from her to get her back on track Underneath, is the APP criteria at the level that the pupil is working at& will be formally assessed against once every half term so that thepupil’s progress towards the target is measured regularly How much progress is being made - and how quickly - can be seensimply & clearly by both pupil and teacher.
  • 4. How does the tracking sheet work? Use a Half Termly Assessment to assess pupils’ability against each of the APP criteria at which theyare working Use a narrative for the first assessment. You canassess against more criteria using a narrative than isthe case with other genre If a pupil shows full understanding of the APPcriteria, you put a cross in the corresponding cell onthe tracking sheet; a line if partially right and a dot ifthere is no evidence of understanding. Vary the genre over the year so you assess across arange of writing To view a text type (Newspaper Reports) Click hereexemplars you can use with the pupils These are available for ALL text types and for bothKey Stages
  • 5. How do I award a level from the assessment? Count the number of crosses awarded on the halftermly assessment. Then put that number in thesingle row table at the bottom of the tracking sheetand that shows where they are to a sub level The teacher & pupil can now see how many morecrosses is needed on the next helf termly assessment(in six weeks time) to move up to the next sub level The teacher goes to the lines on the tracking sheet toidentify 4 or 5 targets that the pupil will keep for thenext half term - knowing that if these can beconverted into crosses by the time of the next halfterm test, the pupil will have moved up a sub level. Use this Pupil Target Sheet (click here to see) to cutand paste the pupils’ targets onto. They become theirEnglish targets for the next half term
  • 6. How are Writing targets achieved? Pupils take out their Target Sheet every time they doWriting so the teacher doesn’t have to commiteveryone’s individual targets to memory The teacher teaches the scheme as normal but findsthe time when teaching to discuss targets with pupils So does the Teaching Assistant But the main way to help pupils achieve their targetsis in the weekly Big Write Lesson. Here they will do an extended piece of writing wherethey get a chance to show what progress they aremaking against their specific writing targets
  • 7. Is the Weekly Big Write Assessment a Test?No - these are assessments NOT tests The idea is that pupils learn through theirassessments Pupils get help from the teacher & TA while theyare doing Big Write extended writingassessments, which last about 45 minutes Further help to achieve their targets is throughthe use of pupil Prompt Sheets Give pupils the prompt sheet that’s relevant totheir personal targets (click here to view anexample of a prompt sheet). These are availablefor all areas of writing development and at allevels at KS1 & 2 Pupils use the prompt sheets to learn forthemselves The prompt sheets are great for homework Parents love using them to help their children
  • 8. How do I identify gaps in pupils’ learning? Dot line & crosses from half termly tests are copiedand pasted onto this Writing class record. (click hereto view Writing Class Record) These are for the teacher to maintain an overview ofclass performance They identify gaps in T&L, which informs planning. Teachers use these assessments to change what wasplanned to teach. Now teaching to the gaps inlearning identified by the assessments. The scheme isn’t abandoned, just modified toaddress gaps in pupils’ learning. We teach the pupils not the scheme! They also give an indication of ability groups toinform class organisation and differentiation andshow the children requiring intervention andextension work.
  • 9. What do I do about the gaps in pupils’ learning? To view the whole class record sheet Click here . You can see the areas highlighted in yellow arewhole class weaknesses Paragraphing (APP criteria 10 for example, showsonly two pupils getting that right - why not teachparagraphing in your starters over the next twoweeks? There’s a whole area, AF5 – vary sentences forclarity, purpose and effect (APP criteria 13-15), inyellow. Another class weakness & should beaddressed in your teaching Areas highlighted in blue show a smaller numberof pupils not getting it eg APP criteria 4 These can be dealt with through a more personalisedintervention by the teacher Or why not ask the TA to tackle some of these Your aim is to ensure over a half term, that you turnas many lines and dots into crosses as possible So the whole class record sheet replaces your markbook. And it restarts after every half term test.
  • 10. What about Reading & Speaking & Listening? The system for setting targets and tracking pupil progress in Reading isexactly the same as in Writing- To view pupil tracking sheet for Reading click here- To view whole class tracking sheet for Reading click here The system for setting targets and tracking pupil progress in Speaking& Listening is also the same- To view pupil tracking sheet for Speaking & Listening click here-To view whole class tracking sheet for Speaking & Listening click here
  • 11. Impact in schools using this approachY6 results were our best ever this year with APS scores well above lastyear and the national average. The best thing was all the childrencould tell you what they had to do to improve. (Sarah Knowles, HT)Our SATs results are great news for us; up by 25 – 35%. Thanks foreverything, as you can see it’s had a massive impact! (C. Coleman,HT)Having been around 50% L4+ for the last 6 years in writing - this yearit is 75% and has beaten targets by 20%. We are all stunned andmightily relieved. Thank you so much for Assertive Mentoring it hasmade a real difference to our children and staff. (Angela Maxted, HT)Y6 had just 12 weeks of using the AM programme. KS2 results showeda 25% increase at L4+ in English. (James Kendall, HT)
  • 12. SATs 2011Subject Year L4+ L5 Year L4+ L5Writing 2009 28% 0% 2011 79% 21%We are now out of Special Measures and out of danger. We owe a lot to AM. Many thanks.(Mount Pleasant Primary: Darlington)Subject Year L4+ L5 Year L4+ L5English 2009 54% 2011 89% 26%Things just get better and better here! (Cheriton Primary: Kent)Subject Year L4+ L5 Year L4+ L5English 2010 74% 26% 2011 91% 41%We are convinced AM has been the single most effective method we have implemented forraising standards. Thank you so much for unlocking the secret for us. (Field End Junior: Ruislip)
  • 13. SATs 2011Subject Year L4+ L5 Year L4+ L5Writing 2010 62% 7% 2011 92% 52%We have achieved this in just 9 months of AM! (Stocksfield Primary: Newcastle)Subject Year L4+ L5 Year L4+ L5English 2006 0% 0% 2011 83% 38%AM has definitely brought everything together for us. Thank you. (Adswood Primary: Stockport)To find out how I order these English productsfor use in my own school Click here