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Two Black Boxes – Planning and Assessment

A concept-led approach to planning and assessment for the Foundation Subjects in Key Stages 1 and 2. Two Black Boxes – Planning and Assessment. Progress!. Fox Glacier, west coast of the South Island of New Zealand, named in 1872 after the then Prime Minister of New Zealand,

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Two Black Boxes – Planning and Assessment

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  1. A concept-led approach to planning and assessment for the Foundation Subjects in Key Stages 1 and 2

  2. Two Black Boxes – Planning and Assessment

  3. Progress!

  4. Fox Glacier, west coast of the South Island of New Zealand, named in 1872 after the then Prime Minister of New Zealand, Though people are told not to, some go beyond the barriers and climb without guides onto the glacier, whose rapid advance creates dangers of sudden ice and rockfalls

  5. Staff should know “the most effective ways to ensure things get into long-term memory”, and how best to make sure students are able to retrieve information from their long-term memories, he explained. • Professor Willingham said it was “absolutely crucial” that students stored subject-specific knowledge in their long-term memories, because this would allow them to develop “the thinking skills that are, for many teachers, the real goal”. Prof. Daniel Willingham

  6. “the muddled language of ‘subjects’, ‘skills’, and ‘knowledge’ which confounds curriculum debate” (Alexander, 2010 :7)

  7. Conceptual Understanding • Extending from the familiar and concrete to the unfamiliar and abstract. • Making greater sense of key concepts by organising & connecting information & ideas. • Working with more complex information about the world, including people’s attitudes, values and beliefs. Contextual knowledge • Demonstrating greater fluency within an aspect of a subject, drawing on increasing breadth and depth of content and contexts. Content enquiry and skills • Increasing the range and accuracy of pupils’ investigative skills, and increasing independence in enquiry.

  8. Concept cues…

  9. Looking at the Fox Glacier through the lens of art and design Line Colour Tone Texture

  10. Progression in relation to…

  11. Looking at the Fox Glacier through the lens of history Time Sequence Duration

  12. Looking at the Fox Glacier through the lens of geography Place Scale Environment

  13. http://expertsubjectgroups.co.uk/resources/

  14. moving outwards from the familiar to the less familiar • acquiring greater fluency with ‘world knowledge’ • working with increasingly complex and/or abstract ideas and generalisations • using data that becomes more multivariate • applying thinking to new contexts and situations • becoming more precise (in language, ideas, skills), and making distinctions • becoming more comfortable with ‘grey areas’ where answers are not so clear cut • connecting information and ideas, and building (not just receiving) new knowledge • drawing on increasing breadth of content and contexts • understanding the importance of perspective, recognising a range of values and views.

  15. Learning without Limits • Tim Oates – Could do Better Report, Cambridge Assessment • Assessment Reform Group • AAIA – Association for Achievement and Improvement through Assessment • Cambridge Primary Review Trust • Subject Associations • TLRP (Andrew Pollard) • Teaching as an Enquiry Process – Helen Timperley • Dylan Wiliam and Paul Black What evidence do we use?

  16. A clarity about the purpose of the lessons, the aims, objectives and expected learning outcomes. The key concepts that frame the lesson. • The substance of the lesson, the subject knowledge, understanding and skills. The content and context of the lesson. • The methods of the lesson. These are the pedagogic strategies that are employed to enable progress in pupil learning. • The evaluation of the lesson, both of pupils’ learning and the teacher’s teaching

  17. An assessment capable teacher will encourage pupils to feel deeply accountable for their own progress and support them to become motivated, effective, self-regulating learners. Directions for Assessment in New Zealand (Absolum, Flockton, Hattie, Hipkins and Reid, 2009) An assessment capable teacher

  18. The assessment-capable teacher helps pupils to understand what quality looks like • The assessment-capable teacher helps pupils to develop the meta-cognitive skills to evaluate their work • The assessment-capable teacher helps pupils learn strategies to modify their own work What capabilities do we need to develop?

  19. Find us on Facebook, follow us on Twitter @knspsite Visit our website https://knsps.uk Tel: 01782 297358

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