Upload
ferdinand-rice
View
221
Download
0
Embed Size (px)
DESCRIPTION
Why change the way we assess? No more levels. Parents didn’t really understand levels! Gives us the opportunity to find something that works better and puts our children at the centre – more than a number. Raise standards!
Citation preview
Welcome!
• To explain what Assertive Mentoring is
• To see how it will work in our school
• To see how it will benefit you and your child
Today’s aims
Why change the way we assess?
• No more levels.
• Parents didn’t really understand levels!
• Gives us the opportunity to find something that works better and puts our children at the centre – more than a number.
• Raise standards!
Assertive Mentoring
What is Assertive Mentoring?
“Assertive Mentoring brings together many outstanding school systems together in one place.
It is a focused, child centred, collaborative approach based on a dialogue about the child’s present and future learning needs.” (G. Downey SIP 2008)
•Targets
•Tracking
•Intervention
•Checking
Child Centred
It incorporates and facilitates:
• Assessment:Where are the children?• Tracking:How are they progressing?• Target Setting:What do they need next?• Supports:What help is needed?
AssessmentSuccess depends on assessment which is:
• Consistent• Accurate• Simple to gather• Simple to record• Universally understood
Short term assessment
• End of week
• End of lesson
• Work specific
• Informs feedback
• Focus for marking
Maths- weekly tracking
Maths – weekly trackingMaths: S1 Expectation
10
Term:1 18/9/15 Class:2
Partly achieved . Mostly achieved / Fully achieved X
Pla
ce V
alue
1. Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number. Count, read and write numbers to 100 in numerals.
X X X X X X X X X X X X . X X X 2. Count in multiples of twos, fives and tens.
. X . X . X X X X X X . . X . . 3. Given a number, identify one more and one less. REG ACTIVITIES TO SOLIDIFY
. X . X X X X X X X X . . X . . 4. Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least.
. X . X X X X X X X X . X X X X 5. Read and write numbers from 1 to 20 in numerals and words.
X X . X X X X X X X X . . X X X
Add
/Sub
6. Read, write and interpret mathematical statements involving addition (+), subtraction (-) and equals (=) signs.
. X . . . . X . . X . . . X . . 7. Represent and use number bonds and related subtraction facts within 20. HOMEWORK TO BE SENT THIS WEEK TO REINFORCE
X X . X X X X X X X X . . X X X 8. Add and subtract one-digit and two-digit numbers to 20, including zero.
. X . . . . . X . X . . . . . . 9. Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = - 9.
. . . . . . . X X . X . . X . X
M 10. Solve one-step problems involving multiplication and division, by calculating the answer using
concrete objects, pictorial representations and arrays with the support of the teacher. . X . X X X X . . X . . . X . .
Frac
11. Recognise, find and name a half as one of two equal parts of an object, shape or quantity.
. X . . . . . X . . . . . . . . 12. Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity.
X . X X X X X X X X X X X X X X
Mea
sure
13. Compare, describe & solve practical probs for: lengths/heights; mass/weight; capacity/volume; time.
X X X X X X X X X X X X X X X X 14. Measure and begin to record the following: lengths/heights; mass/weight; capacity/volume; time (hours, minutes, seconds).
. . . . . X . . X . X . . . . . 15. Recognise and know the value of different denominations of coins and notes.
. X . . X . . . X . . . . X . . 16. Sequence events in chronological order using language such as: before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening.
. . . . . . . . . . X . . . . . 17. Recognise and use language relating to dates, including days of the week, weeks, months and years.
. X . . . . . X X . X . X . . . 18. Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times.
X X . X . X X X X X X X X X . X
Geo
m 19. Recognise and name common 2-D shapes (e.g. rectangles, circles and triangles) and 3-D shapes
(e.g. cuboids (including cubes), pyramids and spheres). X X . X X X X . X X X . . X X .
20. Describe position, directions and movements, including half, quarter and three-quarter turns.
X X . X X X . X X X . X X X X X 1-5: St 1 emerging 10.5 6-10: St 1 developing 21 11-15: St 1 securing 63 16-20: St 2 ready 5.3 8 15 16 3 12 11 13 12 14 15 14 14 5 6 15 8 9
Medium term assessment
• End of term
• End of half term
• Attainment
• Achievement
• Attitude
Maths- Half Termly Assessing
• Comes in the form of a booklet.
• Can be set formally or informally.
• Lets us see where your child is at and gives us their targets for half termly mentoring meetings..
Individual recording sheet to be completed half termly.
This tells us where your child is at in their learning.
Long term assessment
• End of Key Stage
• End of year
• Reading, Writing
• Maths
• Science
What the teachers input into National database
Using same grading system the LEA.
Benefits• Accurate assessment• Informed planning• Focused teaching• Relevant intervention• Accelerated learning• Targets met• Success
• Focused teaching• Know where they are• Relevant intervention• Personalised learning• Motivation• Targets met• Success
Benefits for children
Colour coding
Assertive Mentoring is based on a ‘traffic light’ system.
Means that the child has exceeded expectations.
• Academic attainment• Learning behaviour • Behaviour
• Assertive Mentoring uses ‘traffic light’ colours to manage attitude and behaviour
• This approach is clear, concise, consistent and targeted
• It focuses on good attitudes and behaviours as well as those that need developing
• It can be adapted for use in any situation that arises within school
Means that the child has met expectations.
• On target• Working solidly• No negative behaviour
• Assertive Mentoring uses ‘traffic light’ colours to manage attitude and behaviour
• This approach is clear, concise, consistent and targeted
• It focuses on good attitudes and behaviours as well as those that need developing
• It can be adapted for use in any situation that arises within school
Means that the child needs further support with:
• Meeting their targets• Attitude & behaviour
Advantages• Quick and easy to use and understand.• All staff in school use the same approach.• Children judge their own learning and
behaviour: they are startlingly accurate.• Children are empowered to take
ownership and control of the way they behave and their attitude to learning.
• Children who have a good attitude to learning and school life are praised.
Wide application
Any Questions?
?
Parental Role
Parental Role
• Attend parental meetings with your child
• Know your child’s targets
• Support them in achieving them
• Discuss school – house points, targets, learning etc…
• Support with completion of Homework ( spellings, reading + additional pieces)
Homework
• Spellings – linked to Read Write Inc Programme
• Reading – linked to reading assessment. All children need to read 5x’s a week .
• Times tables – tested weekly at school. To be introduced after Christmas depending on age of pupil.
Marking and feedback
Red Yellow Greenvery poor poor satisfactory good very good excellent
little effort, not your best
many errors
untidy, poor presentation
Objective not achieved
Stop and get help
good effort but could be better
some errors but mostly correct
mostly neat presentation
Objective partly achieved Continue with care
super effort
no or very few errors
beautifully presented
Objective fully achieved
Go!
Track attitude progress
Attitude Last year
Aut 1 Aut 2 Spr 1 Spr 2 Sum 1 Sum 2
Attendance 98% 96% 92%
Punctuality
Behaviour
Effort
Homework
Uniform
Mentoring Meetings
Mentoring Meetings (in school):
• Mentor = Teacher• Meet every term• Meetings last 10-15 min• Must be 1:1• Must be out of class• Must be Assertive
• Shared at parent consultations
Mentoring meetingsThere are 2 main topics for discussion at the
meetings between themselves and their mentor:
- - attainment - attitude and behaviour
A standard form is completed during the meeting to record the discussion and any new targets agreed.
Parents Evenings
• During these meetings we will discuss
your child’s academic progress and feedback to you their targets.
• These sessions are an opportunity to celebrate achievements and look towards the next steps in your child’s learning.
Deciding on child friendly formats
Any Questions?
?
13th October•Parents Evening – To discuss settling in
Thank you!