mathematicsgloucestershire everybody counts

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mathematics_at_gloucestershireeverybody counts
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APP The journey so far
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Aims of the day

• Share and discuss developments in schools

• Share and discuss the Gloucestershire vision

• Develop approaches and materials around the
  principles of APP
• Reflect on the position of your own school and
  your next steps forward as a department

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The 325 model

• What is APP?
• What will APP look like?
• Who will be APP-ed?

• APP is a systematic approach to periodic
  assessment that provides
• diagnostic information about individual pupils
  strengths and weaknesses to improve teaching and
  learning
• an overview of pupils progress in relation to NC
  levels in mathematics (throughout KS3).

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The 325 model

• Do teachers know that assessment criteria have
  been defined?
• Do teachers know why the assessment criteria have
  been defined?
• Have the assessment criteria been mapped onto
  planning documents?
• Do teachers know how they are going to assess
  these criteria?
• Do teachers know how they are going to record
  (and use) their assessments?

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The 325 model

• Do teachers know that assessment criteria have
  been defined?
• Do teachers know why the assessment criteria have
  been defined?
• Have the assessment criteria been mapped onto
  planning documents?
• Do teachers know how they are going to assess
  these criteria?
• Do teachers know how they are going to record
  (and use) their assessments?

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What will it look like?

• Opportunities for pupils to learn provided
  through thoughtfully facilitated and supported
  questioning and dialogue
• Use of carefully designed activities
• Giving pupils the opportunity to explain their
  thinking through group work / paired work /
  presentations

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Who will be APP-ed?

• One or more of the following might be considered
• one year group
• one area of mathematics, for example algebra
  across the whole of Key Stage 3
• pupils who are at risk of missing level 5 (or
  level 6) at the end of Key
• Stage 3
• other under performing groups of pupils
• pupils who are at risk of not making two levels
  progress
• the involvement of all KS3 teachers to ease
  transition at handover
• times
• guidance

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Summative
Formative
KS3/4
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Yellow Hat Benefits

• Makes target setting meaningful and target
  getting achievable
• Provides a picture of the mathematical ability of
  a pupil that ensures pathways are appropriate
  (e.g 5 to C)
• Strengthens approach to AfL
• 2020

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Black Hat Caution!

• How consistently, how independently, in what
  context?
• Teaching objectives versus assessment objectives
• Temptation to over-test
• Workload increase?

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Sir, how do I get up to a level 6?
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Every KS2/3 teacher
A representative sample of a minimum of 6 children
Whole class
used to moderate the progress of all children.
(e-grids)
The sample to include
(Self assessment)
High/secure/low
over time
Both sexes
All potential underachievers
All Y4/8 who have
identified from previous data
not made 1 level progress
back
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2020 Vision
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Assessing Pupils Progress sublevels
There are no such things as sublevels!
APP judgements for each attainment target are
refined into low, secure or high within the
level. This is done in a holistic way by taking
into account how independently, how consistently
and in what range of contexts pupils demonstrate
their attainment.