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# SAM English

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### SAM English

1. 1. A minimum 3 levels progress FOR ALL PUPILS We’ll get you there
2. 2. What’s the issue?  Not all pupils are making at least 3 levels progress.  And most progress happens in KS4.  Some pupils go back over, stand still or make much slower progress in KS3 years! What should I do? Start by setting the Long Term Targets for all pupils by using our formula click on this link (SETTING TARGETS) The formula assumes at least 6 sub levels progress in KS3. That translates to 2 sub levels in Yr 7, 8 & 9 and a further whole level at KS4
3. 3. How do pupils know what progress theyare making against their targets? Read this then click through to the PUPIL TRACKING SHEET.These are available from L1-L8 The tracking sheet shows what level and sub level A Nony-Mousewas assessed at the end of the previous year (ie 3A), and where theteacher for the new academic year has to get her to by the end ofthe year 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 7 so the Year 8teacher 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 workingat & will be formally assessed against once every half term… so thatthe pupil’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. 4. How does the tracking sheet work? Use a Half Termly Assessment to assess pupils’ ability against each of the APP criteria at the level at which they are working Use a narrative for the first assessment. You can assess against more criteria using a narrative than is the case with other genre If a pupil shows full understanding of the APP criteria, you put a cross in the corresponding cell on the tracking sheet; a line if partially right and a dot if there is no evidence of understanding. Vary the genre over the year so you assess across a range of writing To view just one of the text type exemplars Click here you can use with the pupils (This example is a Newspaper Report) These are available for ALL text types
5. 5. How do I award a level from the assessment? Count the number of crosses awarded on the half termly assessment. Put that number in the single row table at the bottom of the tracking sheet which shows where they are to a sub level The teacher & pupil can now see how many more crosses are 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 to identify 4 or 5 targets that the pupil will keep for the next half term - knowing that if these can be converted into crosses by the time of the next half term test, the pupil will have moved up a sub level. Use this Pupil Target Sheet (click here to see) to cut and paste the pupils’ targets onto. They become their English targets for the next half term
6. 6. How are Writing targets achieved? Pupils take out their Target Sheet every time they do extended writing so the teacher doesn’t have to commit everyone’s individual targets to memory The teacher teaches the scheme as normal but finds the time when teaching to discuss targets with pupils So does the Teaching Assistant But the main way to help pupils achieve their targets is through weekly or fortnightly extended writing lessons. Here they will do an extended piece of writing where they get a chance to show what progress they are making against their specific writing targets
7. 7. Is the extended writing task a Test?No - these are assessments NOT tests The idea is that pupils learn through their assessments Pupils get help from the teacher & TA while they are doing extended writing assessments, which last about 45 minutes Further help to achieve their targets is through the use of pupil Prompt Sheets Give pupils the prompt sheet that’s relevant to their personal targets (click here to view an example of a prompt sheet). These are available for all areas of writing development and at all levels at KS3 Pupils use the prompt sheets to learn for themselves The prompt sheets are great for homework Parents love using them to help their children
8. 8. How do I identify gaps in pupils’ learning?  Dot line & crosses from half termly tests are copied and pasted onto this Writing Class Record. (click here to view an example)  These are for the teacher to maintain an overview of class performance  They identify gaps in T&L, which informs planning.  Teachers use these assessments to change what was planned to teach. Now teaching to the gaps in learning identified by the assessments.  The scheme isn’t abandoned, just modified to address gaps in pupils’ learning.  We teach the pupils not the scheme!  They also give an indication of ability groups to inform class organisation and differentiation and show the children requiring intervention and extension work.
9. 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 are whole class weaknesses  Paragraphing, criteria 10 for eg. shows only two pupils getting it right - so teach paragraphing in your starters over the next two weeks?  There’s a whole area, AF5 – vary sentences for clarity, purpose and effect (APP criteria 13-15), in yellow. Another class weakness & should be addressed in your teaching  Areas highlighted in blue show a smaller number of pupils not getting it eg APP criteria 4  These can be dealt with through a more personalised intervention 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 turn as many lines and dots into crosses as possible  So the whole class record sheet replaces your mark book & restarts after every half term test.