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  1. AIMS: • To gain updated information about APP speaking and listening • To gain an overview of primary APP pilot in Lancashire and how the approach is being extended to all primary schools • To consider how moderation will be organised in departments • To consider models of good practice in respect of the new curriculum/framework and APP

  2. APP Speaking and Listening • Draft Materials • Suggestions for record keeping • DVD Teaching Speaking and Listening Phase 1 2007 and Phase 2 Autumn 2008 • Phase 2 is e – based self training materials with focus on New Curriculum/Framework and Functional Skills • Phase 1 DVD available on www.standards.dfes.gov.uk/site/sl/index.htm

  3. Assessing Pupil Progress(APP) Update from Primary Pilot

  4. APP pilot • Primary APP has been trialled in other authorities • 9 schools in East Lancs involved in the pilot • Model for pilot involved headteachers, APP school leaders, Literacy subject leaders and selected KS2 class teachers

  5. Feedback -positives • Schools liked the materials and welcomed consistent approach supporting transition • Schools felt materials make age related expectations and weighting of assessment focuses clear • SMT are gaining insights into the APP assessment process and feel that time invested in the moderation process is worthwhile • The Renewed Framework supports APP evidence gathering eg reading evidence.

  6. Feedback -positives • Teachers who have used Lancs writing level descriptors seem to find the process of moving on to APP materials easier. • Some pilot schools are successfully tailoring their implementation of APP to the school’s areas for development eg focussing on reading/ writing. • Some pilot schools are already launching APP across whole school • HT /SMT involvement is crucial

  7. Feedback -issues • Schools would like the materials extended to all levels • Providing sufficient evidence to support levels in reading was sometimes initially an issue. However, it became apparent that schools using units from Renewed Framework had more evidence for reading AFs than they had originally thought. • Clarity about independent and scaffolded work was necessary

  8. Collecting evidence-reading

  9. Collecting evidence- writing

  10. Feedback -issues • Time element – investment in training teachers and in the moderation process. • Gradual introduction/ phasing in of APP •   Some statements on guideline sheets hard to understand/ teacher subject knowledge issues. • Involvement of HT/ SMT crucial

  11. Next steps for Primaries: • APP currently being extended the Hub schools • All primary teachers to receive some training next year • Transition work with Secondary and primaries in the Wyre area being prepared and trialled summer 2009 • How would you see APP as part of transitional procedure?

  12. APP Moderation • There needs to be a range of evidence that enables teacher judgement/assessment to take place successfully. • There needs to be an understanding that the optional tasks are not the best way to proceed as the sole assessment. • The optional tasks should be used as part of an end of unit assessment to confirm teacher judgement, or to be used with pupils for whom there is a lack of information (i.e. summative assessment used if needed). • It needs to be reinforced that the ongoing work is to be used as the major assessment vehicle.

  13. APP Moderation • Teams need to ensure that levelling is not an overview judgement but to assess specifically, identifying where the AF is to be found explicitly in the samples. • Tasks must match the AF they are intended to target. There needs to be a range of evidence that exemplifies all the AFs but that individual tasks need to have a narrower focus or a more limited number of AFs. • Teachers need to be specific and precise about matching tasks with the AFs to be assessed. • Create a portfolio in your department of a range of tasks that have worked well to address particular AFs.

  14. APP Moderation • In portfolios, there is a need to weed out weaker pieces that just demonstrate again an AF already demonstrated elsewhere, but that does so at a lower level. So show full range for e.g. level 6 and leave out extras for level 5. • Helpful to have an annotated A3 or borderline grid at the front of the portfolio. • The range should not included too many items but equally, not too few to secure judgements

  15. APP Moderation • How does moderation take place in your department? • Task • Please visit www.lancsngfl.ac.uk and look at the New Curriculum work from 7 schools and how each has applied APP to their approach to the new curriculum

  16. Action Plan and Evaluation • Portfolio of written work for level 4/5 border line that you think covers all the AFs for writing. • Provide the teacher overall level judgement and the department overall level judgement. • You will need to complete and attach the level 4/5 APP grid, Record of Moderation form and the Review of evidence form with the portfolio • 20th October Garstang • 21st October Woodlands • 22nd October Clayton Park