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Welcome Swindon  &  Wiltshire  Geography Conference  2009
Programme ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Geography at KS4 ,[object Object],[object Object],[object Object]
Controlled Assessment  Controlled Conditions
Coursework - issues ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Controlled Assessment ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Controlled conditions – a whole school issue ,[object Object],[object Object],[object Object],[object Object],[object Object]
Assessing  Pupil Progress  in Geography
Aims of this session ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Where are you? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
ASSESSMENT FOR LEARNING ,[object Object]
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 ,[object Object]
What are APP materials? ,[object Object],[object Object],[object Object]
Assessing Pupil Progress ,[object Object]
Assessing Pupil Progress ,[object Object]
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 ,[object Object],[object Object],Use this to ‘benchmark’ the other pupils in the group.
Assessment Guidelines ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],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 ,[object Object],[object Object],[object Object],[object Object],[object Object]
The Geography Conference 2010 22 June 2010 PDC Melksham

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APP in Geography

  • 1. Welcome Swindon & Wiltshire Geography Conference 2009
  • 2.
  • 3.
  • 4. Controlled Assessment Controlled Conditions
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  • 6.
  • 7.
  • 8. Assessing Pupil Progress in Geography
  • 9.
  • 10.
  • 11.
  • 12. 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
  • 13. How will APP impact on teaching and learning in geography?
  • 14. Assessment: ways of looking Standing back Public view Close up Day-to-day Periodic Transitional
  • 15. 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
  • 16.
  • 17.
  • 18.
  • 19.
  • 20. Assessing Pupil Progress Use the APP materials to decide on a level boundary. Take a range of evidence showing what a student can do.
  • 21.
  • 22.
  • 23. 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.
  • 24. 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
  • 25.
  • 26. The Geography Conference 2010 22 June 2010 PDC Melksham

Editor's Notes

  1. 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
  2. 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