What specific curriculum area, subject or aspect did you intend to have impact on?
- English - writing
How did you intend to impact on pupil learning?
- To ensure a common understanding by teachers in both schools of the application of APP criteria to teacher assessment.
- To align the experience of pupils in both schools in the Summer term and Autumn terms across the point of transition.
- To develop curricular targets based on APP profiles that the pupils work towards across the point of transition.
... Through this to reduce the dip on transfer in Writing and Maths
What were your success criteria?
To reduce the percentage of pupils who regress in teacher assessment level in Writing and Maths between Summer and Autumn terms 2009.
What information or data did you use to measure progress towards your success criteria?
- Logs or interviews
- Observation outcomes
- Periodic teacher assessment
What did you do? What teaching approaches (pedagogy) did you use to achieve the intended impact?
- Assessment for Learning (AfL)
- Independent learning
Describe the teaching approaches you used
In the Summer term 2009 we:
- Identified a target group of 5 children from each Y5 teacher in both English and Maths, two at L3/4, two at L4/5, one at L2/3.
- Collected the following evidence from these students:
- Writing: a folder of 3 largely independent pieces including one under test conditions
- Maths: Maths exercise books, and a common rich task circulated in advance
- Carried out joint moderation involving the Y5 teachers and the Y6 teachers in whose classes they were to be placed. The comment sheet (below) allowed the recording of the discussion, focused on an individual child.
- Agreed a level and a curricular target for each of the Year 5 pupils.
At the point of transfer, pupils brought with them their Writing folders containing assessed work and APP profiles, and Maths exercise books containing the work they had so far done from a continuity project.
In the Autumn term 2009 we:
- Continued with the Y5 Writing folders for all pupils into Y6, and of Maths exercise books containing a continuity project
- Carried out student interviews and work scrutiny with the same target group of pupils (template below). This was done by Y5 teachers in November just before the reporting of teacher assessments for the Autumn term.
- Shared the targets set in the Summer 2009 with parents at the first Autumn term parents evening.
- Jointly identified further issues that arose from the above.
What did you do? What approaches to CPD and learning for adults were used?
- Work scrutiny
Describe the CPD approaches you used
Through work scrutiny and collaborative moderation teachers in both schools were able to develop a common understanding of the APP criteria and the way in which evidence in each of the two classrooms is used to arrive at a teacher assessment and a next step target in both Writing and Maths.
Year 5 teachers also carried out pupil interviews in Year 6 to get a pupil perspective on the difference between their classroom experience in the two schools.
What CPD materials, research or expertise have you drawn on?
Assessing Pupils' Progress
- APP assessment guidelines: http://nationalstrategies.standards.dcsf.gov.uk/node/20683
- APP standards files: http://nationalstrategies.standards.dcsf.gov.uk/node/20576
Who provided you with support?
- External agency
- Middle leader
- Subject leader
How were you supported?
The moderation sessions included subject leaders from some of the schools. In addition a national strategies regional adviser was present for one of the sessions.