Using APP to Raise Standards in
Writing.
Summer 2009.
Objectives of this session
•To reflect on and review your school’s current
timescale in APP for writing.
•To secure understanding of the APP Process
using Standards Files and Level Guidelines.
•To identify links between the AFs and
Renewed Framework for Literacy.
•To explore elements of quality first teaching
and raise awareness of relevant support materials.
•To identify and prioritise professional development
needs and next steps.
APP Timeline
January
2009
July 2009
July
2010
Reflect and review on writing in
your school
Where are you now?
What is successful and effective?
Are there any issues?
Where would you like to be with writing by
end of Spring term 2010?
The planning cycle - RPTAR
Summative
Framework
Plan, teach,
assess,
Progress
review
Progress
Framework
Framework
Plan, teach,
assess,
Plan, teach,
assess,
review
review
Progress
Formative
How might I need
to review and
modify my
planning in light of
the next steps
identified?
Review
teaching plan –
go back to the
Framework
Assess – using
evidence gathered
complete Writing
Assessment
Guideline Sheet
Plan learning
objectives from
the Framework
Day to day teaching
and learning.
Gathering evidence
for all assessment
focuses.
APP is a tool to assess children’s progress
periodically against National Curriculum Levels
• It is a formative approach which informs next
steps
• It is diagnostic because it identifies gaps in
learning
• It enhances classroom practice and encourages
cross curricular opportunities
• Embedded in primary frameworks and keyed into
National Curriculum Level descriptors
APP is all about moving away from formal
testing and directly linking assessment /
teaching and learning.
The process of assessment that
informs APP is important
because it helps to determine:
•
•
•
•
successes
gaps
progress
weaknesses
Reminder of the APP Process
• Teachers select a sample of pupils who are
representative of the whole class. (6 pupils
suggested)
• Each term, they review the full range of evidence
(written, spoken and observed) for each assessment
focus
• They select the appropriate ‘level boundary’ and
arrive at judgements using the assessment guidelines
sheet
• Annotated examples of pupils’ work provide
reference points for teachers (standards files)
The APP approach
Writing: making a level judgement
Use these steps to formalise your assessments of
pupils' writing into level judgements
You will need:
• evidence of the pupil's writing that shows most
independence, for example from a range of subjects,
outside of direct literacy teaching
• other
evidence about the pupil as a writer, for
example notes on plans, the pupil's own reflections,
your own recollections of classroom interactions
•a
copy of the assessment guidelines for the level
borderline that is your starting point.
Step 1: Making assessment focus judgements.
For each AF, starting with AF5:
• look at the evidence in relation to all the criteria for both the higher
and lower levels at this borderline and highlight those that have been
met
• make a best-fit judgement whether the higher or the lower level has
been achieved and tick the appropriate level–related box
• if there is some evidence for an AF but not enough to make a
judgement at the lower level, tick the BL (Below Level) box
• if there is no evidence for a particular AF, tick the IE (Insufficient
Evidence) box.
If you have ticked BL for more than one AF out of AFs 1 to 6, check
whether you should be using the assessment guidelines for the next
lowest level borderline.
If you have ticked all, or almost all, the criteria for the higher level,
check whether you should be using the assessment guidelines for the
next highest level borderline.
Step 2: Making an overall level judgement.
Check your AF judgements against the requirements for
each level.
For level 1: ticks at level 1 for three out of AF5, AF6, AF1
and AF2 and either AF7 or AF8, plus some highlighting of
level 1 criteria for handwriting.
For level 2: ticks at level 2 for three out of AF5, AF6, AF1
and AF2 and either AF7 or AF8.
For all other levels: ticks at the target level for any four
AFs out of AFs 1 to 6.
If you have ticked IE for more than two AFs, there may be
insufficient evidence to make an overall level judgement, in
which case IE should be awarded.
Now finalise the overall level judgement by deciding whether
the level is low, secure or high.
Low – meets the minimum requirements for the level.
Secure – meets the minimum requirements for the level with
some additional highlighting of criteria at the level in most
other AFs.
High – the criteria for the level are highlighted across all, or
almost all, the AFs, with some criteria in the level above likely
to be highlighted as well.
Your decision should take account of how fully and consistently
the criteria have been met and how far the pupil demonstrates
independence and choice across a range of evidence. Where
evidence for AF7 and AF8 is significantly better/worse than
the evidence for other AFs, it is likely to influence your
judgement of low, secure or high.
Step 3: Checking the overall level judgement
Finally, check the overall judgement by comparing the
evidence with the relevant standards files.
Example assessment guideline – Writing
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Example assessment guideline – Writing
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Example assessment guideline – Writing
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Let’s take a break!
What’s
new?
Support for Writing……
…..Steps in Learning.
……Progression Papers
……Writing Targets
……Text type information
http://nationalstrategies.standards.dcsf.gov.uk
-Primary Frameworks
-Literacy Frameworks
-Support for Writing – Steps in Learning
-OR Objectives – Steps in Learning.
Talk for Writing Materials
Moving children from Level 1 to Level 2
Writer Grids.
Strategies site
- Literacy Subject Area
- CPD
- Talk for Writing
- Left hand menu – Level 1 Writer grid
Level 2a/2c Writer grids.
Before planning time – some Talk for Writing
activities to warm us all up!
Spiderman’s Pocket.
Crossing the River
Alphabet Race
Who regularly says....
Improve the quality of
teaching and learning by
ensuring that teachers plan
lessons which provide all
pupils with sufficient
challenge and activities that
are well matched to their
ability.
?
?
?
?
Ensure that
accurate
assessment
procedures are
used to inform
teacher’s planning.
Meet Joe!
Year 1
Secure level 1
Activity.
In small groups, work together to analyse the writing
samples from Joe’s Standards File.
Please consider;
• the quality first teaching that has taken place.
• the written outcome
• the range of the writing i.e. fiction/non
fiction/curriculum area.
• the context of the activity i.e. individual/group etc.
Do you agree with the judgements recorded on the
guidelines sheet?
Complete the recording grid but we do encourage you
to take time to discuss your responses.
Where next for Joe and his
group?
What are the next steps in
their learning?
How can we best plan for
progression?
Writing Assessment Focuses linked to Framework Strands.
AF1 write imaginative, interesting and thoughtful texts. 9
AF2 produce texts which are appropriate to task, reader and purpose 9
AF3 organise and present whole texts effectively, sequencing and
structuring information, ideas and events. 10 (9)
AF4 construct paragraphs and use cohesion within and between
paragraphs . 10 (9)
AF5 vary sentences for clarity, purpose and effect. 11 (9)
AF6 write with technical accuracy of syntax and punctuation in phrases,
clauses and sentences. 11 (9)
AF7 select appropriate and effective vocabulary. 9
AF8 use correct spelling. 5 & 6
Year 1 Strand 11
• Compose and write simple sentences
independently to communicate meaning.
• Use capital letters and full stops when
punctuating simple sentences.
Support for Writing Materials; Steps in Learning
Progression summary
During Year 1, children develop their use of simple
sentences for a widening range of writing purposes.
They begin to apply basic sentence grammar and
punctuation more deliberately, increasingly aware of
the need to convey meaning clearly for a reader.
Step in learning 1
Through shared writing, children develop their
understanding of what a sentence is and when
complete sentences are appropriate. They mark
sentence boundaries and make the connection between
sentence punctuation and meaning in their own
writing.
Step in learning 2
Children extend the range of sentence types they use
and recognise to include statements and questions. They
apply what they know about questions in guided or
independent writing, as appropriate.
Step in learning 3
Children apply what they know about sentence
structures in independent writing of their own
recounts.
Task.
Using the 3 Phase Planning sheet, outline a unit of
work to support the needs of this group with
particular reference to Strand 11.
Emphasis needs to be on speaking and listening to
rehearse writing, teacher modelling, guided group
work and AfL opportunities.
Main messages.
• APP Writing Guidelines to be used with a range of
evidence from across the curriculum.
• Always work with colleagues to complete the
assessment guidelines and ensure moderation time is
given.
• Use Standards Files to standardise your judgements.
• Use the results to inform future learning but only
teach from the Framework Objectives.
• Use resources from both Support for Writing and
Talk for Writing to guide teaching and enrich the
learning.
APP Action Plan
The development of AfL with APP
PROCESS
PEDAGOGY
PROFESSIONAL
DEVELOPMENT
Familiarisation with
AFs & Standard files
Planning for supporting
writing opportunities
across the curriculum
Whole school INSET
Developing Guided
sessions in;
• Modelling
Practice in levelling
Standard files using
APP guidelines
Evidence gathering
Marking
Record keeping
Assessment using
sample pupils
Moderation
•Coaching
•Reading
• Mentoring
•Writing
• Lesson observation
•Mathematics
Area network meetings
Mini networks
Summer Term
2009
Autumn Term
2009
Spring Term
2010
Summer Term
2010
SCHOOL INSET
CLASSROOM PRACTICE
Success - Achievements
Autumn Term
2010
Summer Term
2009
Autumn Term
2009
Spring Term
2010
Summer Term
2010
Autumn Term
2010
INSET
INSET
Writing Evidence
Familiarise Gathering
with AFs & CrossStandards Curricular
Opportunities
Files
2 x INSET
Levelling
Writing
using
Standards
Files
2 x INSET
Levelling
Writing
using
Sample
Pupils
Writing
Moderation
Meeting
Writing
Evidence gathering
Sample pupils
Writing
Evidence
Gathering
APP
Writing
in place
Writing
Moderation
Meeting
Writing
Evidence
Gathering
Writing
Moderation
Meeting
Writing
Evidence
Gathering
Summer Term
2009
Autumn Term
2009
INSET
Guided
Reading
and
Reading
Records
Spring Term
2010
Summer Term
2010
Autumn Term
2010
INSET
INSET
Reading Evidence
Familiarise Gathering
with AFs & CrossStandards Curricular
Opportunities
Files
2 x INSET
Levelling
Reading
using
Standards
Files
2 X INSET
Levelling
Reading
using
Sample
Pupils
Reading
Moderation
Meeting
Reading
Evidence Gathering
Sample pupils
Guided
Reading in
all classes
established
Reading
Evidence
Gathering
APP
Reading
in place
Summer Term
2009
INSET
INSET
Writing Evidence
Familiarise Gathering
with AFs & CrossStandards Curricular
Opportunities
Files
Autumn Term
2009
INSET
Guided
Reading
and
Reading
Records
2 x INSET
Levelling
Writing
using
Standards
Files
Spring Term
2010
Summer Term
2010
Autumn Term
2010
INSET
INSET
Reading Evidence
Familiarise Gathering
with AFs & CrossStandards Curricular
Opportunities
Files
2 x INSET
Levelling
Writing
using
Sample
Pupils
Writing
Evidence gathering
Sample pupils
APP
Writing
in place
2 x INSET
Levelling
Reading
using
Standards
Files
2 X INSET
Levelling
Reading
using
Sample
Pupils
Writing
Moderation
Meeting
Writing
Reading Writing
Moderation Moderation Moderation
Meeting
Meeting
Meeting
Writing
Writing
Evidence
Evidence
Gathering
Gathering
Reading
Evidence Gathering
Sample pupils
Writing
Evidence
Gathering
Guided
Reading in
all classes
established
Reading
Evidence
Gathering
APP
Reading
in place
Summer Term
2009
Autumn Term
2009
Spring Term
2010
Summer Term
2010
Autumn Term
2010
INSET
Guided
Maths
and
Record
Keeping
INSET
INSET
Maths Evidence
Familiarise Gathering
with AFs & CrossStandards Curricular
Opportunities
Files
2 x INSET
Levelling
Maths
using
Standards
Files
Guided
Maths in
all classes
established
Summer Term
2009
INSET
INSET
Writing Evidence
Familiarise Gathering
with AFs & CrossStandards Curricular
Opportunities
Files
Autumn Term
2009
INSET
Guided
Reading
and
Reading
Records
2 x INSET
Levelling
Writing
using
Standards
Files
2 x INSET
Levelling
Writing
using
Sample
Pupils
Writing
Evidence gathering
Sample pupils
APP
Writing
in place
Spring Term
2010
Summer Term
2010
Autumn Term
2010
INSET
INSET
Reading Evidence
Familiarise Gathering
with AFs & CrossStandards Curricular
Opportunities
Files
INSET
Guided
Maths
and
Record
Keeping
INSET
INSET
Maths Evidence
Familiarise Gathering
with AFs & CrossStandards Curricular
Opportunities
Files
2 x INSET
Levelling
Reading
using
Standards
Files
2 X INSET
Levelling
Reading
using
Sample
Pupils
2 x INSET
Levelling
Maths
using
Standards
Files
Writing
Moderation
Meeting
Writing
Reading Writing
Moderation Moderation Moderation
Meeting
Meeting
Meeting
Writing
Writing
Evidence
Evidence
Gathering
Gathering
Reading
Evidence Gathering
Sample pupils
Writing
Evidence
Gathering
Guided
Reading in
all classes
established
Reading
Evidence
Gathering
APP
Reading
in place
Guided
Maths in
all classes
established
PROCESS
PEDAGOGY
Familiarisation with
AFs & Standard files
(Standardisation)
Planning for supporting
Writing opportunities
across the curriculum
Practice in levelling
Standard files using
APP guidelines
Steps in Learning
Evidence gathering
Marking
Record keeping
Assessment using
sample pupils
Moderation
PROFESSIONAL
DEVELOPMENT
APP Timeline
Autumn
2009
Summer
2009
Where do you want to be by Spring 2010?
Spring
2010
APP Timeline
Autumn
2009
Summer
2009
Spring
2010
APP in place for writing
Where will you need to be in Autumn 2009 to reach your
2010 target?
Standardisation and Moderation.
The purpose of school standardisation is to check the
consistency of teachers’ judgements BEFORE they
assess pupils in their class.
Possible suggestion…..
Teachers assess a small sample of pupils’ work from
the school and/or use a training standards file (of no
more than two pupils) and standardise their
judgements using the APP materials.
Any variations in judgements need to be identified and
discussed. Differences need to be resolved before
teachers make assessments of their pupils.
The purpose of in-school moderation is to check the
consistency of teachers’ judgements AFTER they
have made their assessments and to identify and
resolve any differences. It is important that teachers
come to the meetings having made judgements for
every assessment focus and attainment target
identified in the school plan.
THIS NEEDS TO BE KEPT MANAGEABLE!
One suggestion……
Select a focus for the moderation rather than trying
to moderate all judgements. The focus could either be
a particular level, a level boundary or particular
assessment focuses. Keep the sample for moderation
to a reasonable number – one or two pupils per
teacher.
Suggested formats for recoding standardisation and
moderation can be found in……
Assessing Pupils’ Progress
Guidance for planning and supporting in-school
standardisation and moderation.
What do we
need to do next?
Evaluations
please!
Do we have all
we need to be
successful?
What support
do we need to
ensure success?