APP in Geography
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Power Point outlining the main changes expected as a result of the introduction of APP (Assessing Pupils Progress) in Geography

Power Point outlining the main changes expected as a result of the introduction of APP (Assessing Pupils Progress) in Geography

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  • Main heading - Arial (bold) 24pt Body copy heading – Arial (bold) – 18pt Body copy – Arial (normal) – 18pt All images should be on the left hand side in line with the bullet points and text Where there are images, text should be kept to a minimum
  • Main heading - Arial (bold) 24pt Body copy heading – Arial (bold) – 18pt Body copy – Arial (normal) – 18pt All images should be on the left hand side in line with the bullet points and text Where there are images, text should be kept to a minimum

APP in Geography APP in Geography Presentation Transcript

  • Welcome Swindon & Wiltshire Geography Conference 2009
  • Programme
    • 09.15 Welcome and introductions
    • 09.25 The new KS3 curriculum
    • 10.45 Coffee
    • 11.05 The new KS3 curriculum –
    • sharing good practice
    • 11.45 Developments in the GCSE curriculum
    • 12.30 APP
    • 13.00 Lunch
    • 14.00 Workshops
    • 15.00 Updates
    • 15.15 Plenary
  • Geography at KS4
    • Discuss choices at GCSE to share intelligence and issues
    • Share understanding of controlled conditions
    • Learn more about diplomas
  • Controlled Assessment Controlled Conditions
  • Coursework - issues
    • Plagiarism
    • Too much scaffolding
    • Difficult for examiners to identify and differentiate what the students had done
    • Parental help – 1/20 said they had done coursework!
    • Lack of a computer at home can means that students are disadvantaged
    • Custom made essays
  • Controlled Assessment
    • New QCA rules
    • High, medium, low levels of control
    • Feedback operates under tight guidelines specified by the exam board e.g. no re-drafting
    • Students get limited time in which to complete the work
    • Students work individually
    • Access to resources limited to those specified by the board
    • Work kept in secure storage in school
    • ICT systems need to develop robust systems to ensure security
  • Controlled conditions – a whole school issue
    • Secure storage
    • ICT – access, facilities in school
    • The timetable – all in 1-2 days or over a period of time?
    • Skills
    • Feedback
  • Assessing Pupil Progress in Geography
  • Aims of this session
    • To develop an understanding of the APP process
    • To provide opportunities for participants to consider the implications for strengthening assessment in schools by using the APP process.
    • Outline
    • The context – ways of looking at assessment
    • APP – what will we be required to do?
    • What can be learn from the pilot/trial schools
    • What are the benefits of this approach
    • The next steps
  • Where are you?
    • I feel confident when assessing my student’s levels
    • Assessment is at the heart of learning in my lessons
    • My school has a rigid assessment systems that do not necessarily support learning in geography
    • I know what my colleagues do and we are all consistent in our approach and levelness
    • I tend to use a narrow range of evidence to base my assessment of progress e.g. one task
    • I am confident when tracking progress and curricular target setting with my classes
    • I am familiar with APP practices in core subjects
  • ASSESSMENT FOR LEARNING
    • Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.
  • The Context AfL embedding across the curriculum and a key element of whole school improvement APP in FS 2010? APP in core subjects 2006-7 2008-9 Subject Specific guidance e.g. feedback, target setting 2004-5 Whole School Theme AFL NS folder 2004 T&L in FS 2002 Black Box research 1990’s AFL
  • How will APP impact on teaching and learning in geography?
  • Assessment: ways of looking Standing back Public view Close up Day-to-day Periodic Transitional
  • Day-to-day Periodic Transitional Ways of looking : key features Learning outcomes shared with pupils Peer- and self-assessment Immediate feedback and next steps for pupils Broader view of progress for teacher and learner Use of national standards in the classroom Improvements to curriculum planning Formal recognition of achievement Reported to parents/carers and next teacher/school May influence future choices and options
  • Assessing Pupil Progress
    • Do we need it?
  • What are APP materials?
    • Assessment Guidelines – criteria for making periodic judgements grouped by ‘assessment focus’
    • Standards Files – annotated collections of evidence from a pupil which represent a particular level
    • Handbook with guidance
  • Assessing Pupil Progress
    • SO .... what exactly do you do?
  • Assessing Pupil Progress
    • Take a range of evidence showing what a student can do.
  • Assessing Pupil Progress Use the APP materials to decide on a level boundary. Take a range of evidence showing what a student can do.
  • Assessing Pupil Progress
    • Take a range of evidence showing what a student can do .
    • Use the APP materials to decide on a level boundary.
    Use this to ‘benchmark’ the other pupils in the group.
  • Assessment Guidelines
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    Level 5 Level 6 Assessment Focus 3 Assessment Focus 2 Assessment Focus 1
  • Assessing Pupil Progress Diagnose strengths and weaknesses. Review curriculum planning to support progression Use this to ‘benchmark’ the other pupils in the group. Take a range of evidence Use the APP materials to decide on the level boundary.
  • Assessing Pupil Progress Use this to ‘benchmark’ the other pupils in the group. Use a range of evidence showing what a student can do. Use the APP materials to decide on a level boundary . Review pupil work holistically Identifies key elements Helps ‘professional Judgement Securing class Assessment Review of SoW Moderation Diagnose strengths and weaknesses. Review curriculum planning to support progression
  • Assessing Pupil Progress
    • Look at the work holistically
    • Identifies key elements of each level
    • Helps with ‘professional judgement’
    • Encourages moderation
    • Promotes curriculum development
  • The Geography Conference 2010 22 June 2010 PDC Melksham