Why develop thinking skills and assessment for learning in the

classroom?

ACCAC

How can developing thinking and assessment for learning be used to aid transition?

SMT pack 2009

I think…….Rydw I’n meddwl…..

Sarah

Gethin

Jenny

Bethan

Alun

Why focus on transition points?

We can build on faster what learnerscan do and move them on

It will spread practice fasteracross the school

All teachers willhave to get involved

Learners will feelmore secure seeingsimilar strategiesused

It will help transferlearning acrosssubjects

Why develop thinking skills and assessment for learning in the

classroom?

ACCAC SMT pack 2009

Possible scenarios of transition collaboration:• Across FP and KS2

•Across KS2 and KS3

•Across KS3 and KS4

•Across KS4 and Post-16

•Primary/secondary collaboration within natural Cluster (not restricted to key stage)

•Primary/secondary collaboration outside naturalcluster

Why develop thinking skills and assessment for learning in the

classroom?

ACCAC SMT pack 2009

Possible scenarios of transition collaboration (cont): •Secondary/FE collaboration

• Between Flying Start/Mudiad Ysgolion Meithrin and FP

• Between Special schools/units and mainstreamSchools

• Bewteen family programmes (eg language and play)and FP

• As part of RAISE initiative

• As part of SEF professional networks

Why develop thinking skills and assessment for learning in the

classroom?

ACCAC SMT pack 2009

Case studies of ‘transition projects’

Case study 1Focus: Y6/Y7 natural clusterInvolving: Y6 teacher, core subject coordinators in Primary, DH i/c transition, secondary core subject teachersOutline: Redevelopment of exisiting bridging projects (core subjects) to incorporate DT/AfL Pedagogy and tools and strategies. Projects started in Y6 and continued in Y7

Why develop thinking skills and assessment for learning in the

classroom?

ACCAC SMT pack 2009

Case studies of ‘transition projects’

Case study 2Focus: Y5/6, Y7/8Involving: Y5 and 6 teachers, head Y7, Head Y8, ‘combined curriculum group’ of secondary teachers – drawnfrom number of departmentsOutline: Y7/8 curriculum undergoing redesign – cross curricular focus. Discussion with primaries regarding ‘theme’ choices. Identification of ‘top 10’ tools and Strategies for specific principles used by learners at KS2.KS3 teachers ‘trained’ in using strategies by KS2 teachers.Mapped into curriculum. Reviewed every half term.

Why develop thinking skills and assessment for learning in the

classroom?

ACCAC SMT pack 2009

Case studies of ‘transition projects’

Case study 3Focus: Y6, Y7Involving: Y6 teachers, head Y7, ‘development group’ of secondary teachers – drawn from number of departments (interested parties)Outline: Curriculum plans for Spring/Summer (Primary) and Autumn term (Secondary) audited. Both schoolsagreed focus on 3 principles for Y6/7 transition. Identificationof suitable tools/strategies to exemplify these. Written intocurriculum plans to be trialled in both schools. In Summer term(transition days), secondary teachers visited primary classesto team teach using principle focus and strategies. ReturnVisit by primary teachers to secondary on second ‘transition’ dayto team teach class with principle focus and tools

Why develop thinking skills and assessment for learning in the

classroom?

ACCAC SMT pack 2009

Case studies of ‘transition projects’

Case study 4Focus: Reception/Y1, Y3/4Involving: Reception, Y1, Y3/4 teachers, Outline: Selection of 3 principles per term as a focus for use in Class and development of strategies. Use of How booklet to Identify popular common strategies/tools and collaboration toRedesign/amend strategies/tools for use with younger learners.Trial, share with LSAs and build toolbank on school intranetfor access by all staff.

Why develop thinking skills and assessment for learning in the

classroom?

ACCAC SMT pack 2009

Case studies of ‘transition projects’

Case study 5Focus: Key stage 3 to Key stage 4Involving: ‘development group’ of teachers – invited parties fromall subjects (one representative per subject area) Outline: Teachers ‘buddied up’. Each pair selected 2 principles as shared focus for Summer Term. Wherever possible, common classes/learners identified for observation focus. Peer observation/team teaching for same principle used across pair to see how Same principle approached in different subjects. Common learners/groups used to make point to learners re transfer of strategies/tools. Feedback to group and own department. Alsopresentation at whole school INSET to all school.

Why develop thinking skills and assessment for learning in the

classroom?

ACCAC SMT pack 2009

Case studies of ‘transition projects’

Case study 6Focus: Key stage 2 to Key Stage 3Involving: Y5, Y6 teachers and Headteacher, Y7 (Head of year), Deputy Head, Key stage 3 coordinators drawn from English, Welsh,Mathematics, Geography, History, PE, Music, ScienceOutline: Using Y5 OSAMs as a model, Y5 and Y6 teachers partnered up with Key stage 3 teachers to look for opportunities to embed tools and strategies within lessons. Key stage 3 teachersused OSAMs for ideas and visited Y5 classes when they were being used.

Why develop thinking skills and assessment for learning in the

classroom?

ACCAC SMT pack 2009

Case studies of ‘transition projects’

Case study 7Focus: FP, Year3/4 and Y5/6Involving: FP teachers, Y3/4 teacher, Y5/6 teacher (Headteacher) Outline: Ideas behind and materials used for Y5 OSAMs were shared across school in series of INSETs. Working group was set up to look at current themes used in year groups in order to write/adapt some activities to be ‘rich activities’ to include DN, DT, DCfor different year groups. Initially, the same principles were used as a focus for all year groups. Activities trialled and shared.

Why develop thinking skills and assessment for learning in the

classroom?

ACCAC SMT pack 2009

Case studies of ‘transition projects’

Case study 8Focus: Y5/6, Y7Involving: Y5 and 6 teachers, Head Y7, Learning and Teaching Group (secondary) Outline: Y5/6 teachers demonstrated Y5 OSAMs to Learningand teaching group from secondary. They discussed theFundamental principles underpinning them and invited secondarycolleagues to peer obseve primary colleagues using materials.Next the entire group compared their current bridging projects(thematic but based in core subjects) with OSAMs. The groupthen formed triads of teachers from each key stage to redesignbridging units in the form of OSAMs as a model to be used throughout Y6 and Y7 (specific use of transition money to allowcollaborative working and observation).

Why develop thinking skills and assessment for learning in the

classroom?

ACCAC SMT pack 2009

Case studies of ‘transition projects’

Case study 9Focus: Post 14 (school and FE college) Involving: Head Y10, Y11, 4 reps from D+T, PHSE, Drama Science, FE tutors (Health and Social Care, Drama/Theatre studies) Outline: Teachers met together with the specific focus on sharingeffective pedagogy. They made strategies which promotedactive learner involvement their focus. They agreed to peerobserve a number of lessons to look at how colleagues supportedand encouraged different groups of learners to participate (egConcept cartoons, placemats, Talk Partners). They sharedpractice and looked to incorporate pedagogy more frequentlyin subsequent lessons.

Why develop thinking skills and assessment for learning in the

classroom?

ACCAC SMT pack 2009

What are you currently doing to support this?

What do you want your focus to be?

What do you want to achieve?

Current practice – where are we now?

Why develop thinking skills and assessment for learning in the

classroom?

ACCAC SMT pack 2009

What is your focus?

What do you want to achieve?

Where do we want to go?

Why develop thinking skills and assessment for learning in the

classroom?

ACCAC SMT pack 2009

What are your success criteria?

What could be your blocks to success?

How will you minimise these effects?

How will you know you’ve achieved your goals?

How are we going to do this?

How sustainable will this process be?