Learning, Teaching and Assessment

The Skinners’ School Learning, Teaching and Assessment Policy Reviewed: November 2019 Next Review: June 2020 Governing Committee: Education Committee LG Responsibility: Roger Bee Learning, Teaching and Assessment Policy Part Teaching, Learning and Assessment Teaching At Skinners’ we believe that outstanding teaching leads to outstanding learning Outstanding assessment makes sure that this is happening Outstanding learning results from a carefully planned sequence of outstanding lessons Planning outstanding lessons entails five stages: Focus Knowing what it is that you wish to achieve Energy Harnessing the necessary resources and motivation Model Taking action with yourself first Action Taking responsibility for the outcome Reflection Adjusting actions and modelling through feedback The SIP identifies the promotion of outstanding teaching and learning as a key aim This is supported by departments and through performance management All departments identify their Curriculum Intent which supports that of the school From this departments show their Curriculum Implementation and Impacts These are shown in a separate 3Is document Teaching is based on a progression from KS2 developing skills and building upon knowledge to provide progress in understanding through each Key Stage Differentiation Although Skinners’ School is a selective school, and the range of ability found in some schools is not so marked, pupils vary in their capacities and abilities Their needs must be catered for Appropriate differentiation is simply the provision for pupils with specific needs, whether it be because they have an identified SEN, or whether it be because they are considered more able and so need more challenge Departments should be alert to the possibility that a pupil may have an unidentified SEN, and be willing to refer to the school’s SENCO for assessment Within schemes of work, differentiation should be incorporated as a matter of course Such differentiation could include ‘differentiation by outcome’, but this should not be the only means of provision Differentiation should also be offered through task, expectation, grouping and many other possibilities Departments should also offer differentiation in order to stretch and challenge the most able pupils This should be in the form of:  extension materials for pupils who finish tasks early  alternative materials where the standard fare might lack sufficient challenge Material to support the most able should satisfy six criteria: i) It should challenge through quality rather than quantity of the work provided ii) It should provide challenge through the nature of the task rather than the time offered in which to complete it iii) It should be sufficiently open-ended to provide opportunity for self-direction and independence of thought iv) It should provide opportunities for originality and imagination v) It should involve primary sources or first-hand experience, if possible vi) It should be evaluated after use by the pupil All teachers must highlight in their markbook students which are regarded as More Able, SEN, FSM or EAL Learning Lesson observations and learning walks are designed to help teachers to reflect upon and develop their practice in order to promote student learning Heads of Department are viewed as leaders of learning within their subject area and their work is primarily to support student learning as well as managing the work of the department There is a strong correlation between homework and student performance for advantaged, middle class students It is not hours of homework but the quality and the discipline of completing homework that supports student achievement Homework is most effective when:      It is done by the student to the best of their ability Students have a quiet, designated place at home to complete homework Students develop a routine for completing homework at home Parents are supportive and encouraging Teachers plan for homework as an integral part of the student learning Setting long, tedious homework does not improve student learning Skinners’ homework procedures are outlined in our Homework Policy Assessment High quality assessment is central to learning and teaching Assessment must be regular, accurate, helpful to students and teachers, and be manageable It must give positive encouragement and motivation towards higher academic and personal standards It must promote a partnership of learning between teacher, student and parent Heads of Department are responsible for the assessment schemes in their department, which must conform to this policy Marking – Please also see the School’s Literacy and Numeracy Policies a) Marking should be regular and thorough, with as short a ‘turn-round’ time as possible Books should be seen at least once a fortnight but this will vary depending on the number of contact periods b) Departments can choose their own grading system, which should be consistently applied across the department c) Grades should be supported with formative comments to outline areas for improvement allied to individual targets Use of WWW and EBI (or equivalent) is something pupils and parents understand and so is encouraged d) Marking must take into consideration the Core Presentation Policy:     All work should have a date and an appropriate and correct title for the work These must be underlined All work should be written in the pupil’s best hand-writing using a blue or black pen Drawings should be done in pencil When underlining, a ruler must be used Other straight lines must always been drawn using a ruler, for example axes for graphs Books should not contain loose sheets of paper and handouts These should be trimmed if necessary or folded then stuck into the exercise books   Any mistakes must be crossed out in pen using a ruler Answers must be in full sentences unless there is a specific instruction not to e) Marks are to be recorded in mark books, on grade sheets or profile sheets, as appropriate f) Students should respond actively to marked work by:    Reading comments carefully and understanding grades/marks Doing corrections and responding to written comments, evidenced through progress in the quality of work Seeing marked work as part of a dialogue between student and teacher g) Teachers should assess a wide variety of working styles: written, oral, individual work, group work High quality AfL must underpin our assessment procedures There should be evidence of peer or self-assessment at least once a term h) Departments should establish their own guidelines on marking policy, to be adhered to by all teachers in the department There should be consistency of marking in style, method and standard across a department, with those standards moderated at appropriate work scrutiny windows Departments must record centrally, at least once a term, a level for each pupil, to assist tracking i) Departments must make explicit to students the standards of work that are expected, and must take appropriate action to ensure that individual students reach the standards of which they are capable Teachers must explain to students how the grades awarded relate to relevant success criteria j) Rewards such as house points, postcards home or certificates should be awarded as appropriate k) Assessment for Learning Pupil involvement in assessment is crucial for high quality and effective feedback a) Informal involvement should take place through ensuring that students study their marked work and respond when necessary b) Where the nature of the work facilitates it, and at appropriate intervals, pupils should be given the opportunity to assess their own achievements in specific pieces of work and the work of their peers, offering supportive comments and guidance for further improvement c) Teachers should discuss individual pupils’ progress with them whenever possible d) Pupils are encouraged to reflect upon their work and to set individual and timed targets for improvement l) Internal Tests and Examinations a) Tests are given by departments according to the nature of the subject b) Formal internal school examinations are held in June for Years 7, 8, 9, and 12 Mock examinations are given to Year 11 students in December and to Year 13 students in the spring Year 10 end of year exams are taken just after Easter c) Answers and results are discussed with pupils and results are shared with parents m) Reporting to parents a) There are four formal reporting periods per year – autumn, winter, spring and summer Exact dates vary by year group Progress Reports for students in Key Stage after term show how they are progressing (Blue above expectation, green towards and red below expectation) Progress grades will also show how well the student is performing against descriptors for Homework and BfL (Behaviour for Learning) In Key Stage and Progress Reports show progress as a working toward grade in line with the course grading system Homework and BfL grades are the same as for KS3 After each reporting session pupils will discuss their reports with their form tutor who will draw up any necessary action plans c) Parents are invited to respond to form tutors who will arrange a private interview or invite parents to discuss progress at a subsequent Parents’ Evening d) Written reports should contain a brief summary of work covered, and concise, targeted comments following the principles of WWW and EBI They will also include targets for improvement and grades as per progress reports (SEE Reporting Policy) e) Copies of all students’ reports are stored in SIMs and are accessible to staff Targets Key Stage Students are not set target grades but indicators of potential are based on CAT tests which are taken at the start of Year Key Stage targets are based on CAT tests which are taken at the end of Year Teachers convert these into Challenge Grades which are published to parents in Progress Reports Sixth Form target are based on ALPS These are used again to set Challenge Grades which are reported to parents in Progress Reports Subject teachers are encouraged to monitor these targets and to use professional judgment to amend them, especially upwards Target grades are for teaching staff guidance only Part Teaching the ‘Most Able’ Teaching ‘most able’ students No matter how you crack it, all of our students are or have the potential to be ‘able’ Therefore identification is less important than providing top end challenge for all This policy therefore looks to offer practical guidance on how best to extend, motivate and challenge our very able students Most able earners are defined as those who have one or more abilities developed to a level significantly ahead of their year group (or with the potential to develop those abilities) Gifted describes learners who have the ability to excel academically in one or more subjects such as English, drama, technology, science, geography Talented describes learners who have the ability to excel in practical skills such as sport, leadership, artistic performance, or in an applied skill The DfE defines 'more able’ pupils’ as the top 5-10% in every school, regardless of its intake 'Gifted' pupils are defined as those who evidence high attainment or latent high ability in academic subjects; 'talented' pupils are defined as those with evident high attainment or latent high ability in creative or expressive subjects or in sport Quantitatively 3-5% of the population may be gifted Some definitions plump for 10% others as much as 20% Given that our intake equates to the top 10% of the population, then any/all of our pupils may be classed as gifted However, we shall follow the DfE definition This means that departments should identify Gifted and Talented pupils in each class In a class of 30 students 1-3 are expected on average to fall into this category The responsibilities of departments within the overall scheme are twofold: first, identifying gifted and talented pupils on a subject basis and, second, making appropriate provision within timetabled lessons and homework arrangements for those deemed gifted and talented in the subject(s) taught by the department This document is to help colleagues in doing the first part – the identification Departments to identify their ‘most able’ students in the summer term ready for the next academic year What Makes Giftedness? Renzulli Research has consistently shown that persons who have achieved recognition because of their unique accomplishments and creative contributions possess a relatively well defined set of three interlocking clusters of traits No single cluster "makes giftedness." Rather, it is the interaction among the three clusters that research has shown to be the necessary ingredient for creative or productive accomplishment Other factors that seem to impact gifted behavior are personality and environment (Renzulli, The Schoolwide Enrichment Model, Creative Learning Press, 1985.) Defining Giftedness Defining giftedness has long been a challenge Historically, the progression of definitions has ranged from "conservative," which focused on high intelligence and the top 1% of the population as measured by IQ tests to more "inclusive" definitions which included multiple abilities, creativity, and contributions to society; and comprised the top 20 percent of the population The literature on giftedness reflects continuous efforts to construct a more exacting and accepted set of traits that define the constructs of giftedness However, the commonalities found among definitions of giftedness can be used to develop an operational definition of gifted individuals Generally, giftedness is defined in terms of a type and a degree of exceptional ability that is coupled with high levels of motivation and creativity Quantitatively, the top to percent of the population are thought to be gifted, although some suggest as high as 20 percent of the population may be "gifted." Above average ability is the first criterion for identifying gifted persons General intellectual ability is measured by tests of general aptitude or intelligence with scores ranging in the 95-98 percentile or two standard deviations above the norm In terms of an intelligence quotient, the gifted are those individuals having an IQ of 130 or higher Sources commonly cite IQ scores and their corresponding labels as follows: 85-99 Lower normal 100-114 Upper normal 115-129 Bright 130-144 Gifted 145-159 Highly gifted 160-above Profoundly gifted Traditionally, persons with general ability are referred to as "intellectually gifted" individuals Persons with specific ability, or the capacity to acquire knowledge and skill of a specialized kind and within a restricted range, are referred to as "talented" individuals All individuals who demonstrate above average general abilities or specific talents, and whose potential for accomplishment is so exceptional or developmentally advanced, require special provisions to meet their unique needs Characteristics of the Gifted Child In order to identify high potential, educators and parents should be knowledgeable about the characteristics of gifted children Many of the characteristics are exhibited at an early age A gifted child may manifest many, but not all of the characteristics Some of the characteristics, such as task commitment and creativity, are characteristics that can be developed Listed below are some of the characteristics of gifted children (including some of the problems that may be present - in italics) Learning Characteristics Learns rapidly and easily; may resist doing routine work or works in careless manner Prefers complex and challenging tasks rather than basic work; may resist challenging work for fear his/her struggle will be seen by others Knows about many things of which other children are unaware, retains knowledge Verbally proficient, exhibits advanced vocabulary for age or grade level Reads with comprehension at an early age Skilled in problem solving Recognizes relationships Questions critically Displays curiosity about many topics, keenly observant Transfers learning to new situations Creative Characteristics Displays intellectual playfulness; asks many what if questions; may be a nonconformist Challenged by new ideas Enjoys experimentation; invents new methods or solutions to tasks; may daydream, be absentminded, lose work Displays a keen sense of humour or sees humour in subtle situations; may be the class clown, make jokes or comments at inappropriate times Sensitive to the aesthetic characteristics and value of things Motivational Characteristics Has passionate interests, easily absorbed in activities and thoughts; may be unwilling to other activities Persistent in seeking task completion Prefers to work independently, requires little direction; may dislike cooperative learning Assumes and discharges responsibility; may dominate others Strong beliefs, opinionated Social-Emotional Characteristics Has strong sense of justice; may assertively oppose injustices Self-confident; may believe he/she is valued for what he/she can rather than who he/she is; may fear loss of regard from others if exceptional ability is lost Prefers older companions Tend to be perfectionists; may be self-critical and critical of others, may work slowly, procrastinate Bases friendships on similarity of interest rather than age Adjusts easily to new situations Is conscientious and truthful Friendly, helpful Identifying the Gifted Child Identifying signs of giftedness is not an exact science Nevertheless, good identification procedures yield information about students who have needs beyond the standard curriculum and would benefit from enrichment options Multiple criteria Multiple criteria should be used for finding students with special needs Objective indices such as standardized tests or IQ tests used in combination with subjective judgments such as teacher observation and parent nomination provides the best means of developing a talent pool of potential Parents, although not always completely object, are adept predictors of giftedness Formal testing Formal testing was once considered the absolute measure of giftedness While IQ tests are only one measure of intellectual abilities at a given point in time, and they should not be used alone, IQ tests still remain the single most effective predictor of academic success Testing can be particularly useful in finding areas of strength Any intelligence test should be thought of as assessing a minimal level of ability Research indicates, however, that other factors must be considered in the selection process because gifted behaviours can be developed in persons who are not necessarily those who earned the highest scores on standardized tests Today, testing is considered to be only one way of measuring and verifying giftedness Identifying the Gifted and Talented at Skinners’ (ie our most able students) Assuming that the most able are likely to make up between and 10% of each class, then we might expect between and pupils to fall into this category for each class of 30 pupils The best way of identifying this list will be to use a multiple indicator approach: Academic and test results Formal, academic and IQ tests are an obvious starting point but are not the exclusive measure Given that our intake equates to about the top 10% nationally PESE and CATs scores will not be sufficient to differentiate alone Teachers should look at the CAT scores for their classes to see who the top performing students were and then compare this list with their mark books Consider Learning, Creative and Motivational and Social-Emotional characteristics above Professional judgment Although somewhat subjective this measure may still be extremely powerful especially when used alongside the other indicators Remember we are considering not only the highest achievers but also those with the potential to be so Working with Gifted and Talented pupils (based on the work of Dr Joyce Van Tassel Baska – The Jody and Layton Smith Professor Emerita of Education and former Executive Director of the Center for Gifted Education at the College of William and Mary in Virginia It is also a product of research undertaken by BACE – Brunel Able Children’s Education Centre, Brunel University To outline the need for differentiation and what this means To provide examples of models to help achieve this differentiation Differentiation Activities Differentiation definition – The process of differentiation is the deliberate adaptation and modification of the curriculum, instructional processes and assessments to respond to the needs of gifted learners The crucial thing here is that it is not individualization It is not something additional or different but the same done more appropriately There are four elements to differentiation for able learners that have been shown to work These four elements combine to give progression for able learners ACCELERATION COMPLEXITY CHALLENGE CREATIVITY  Acceleration Empirical evidence shows that the progression of able learners only occurs when they work together There is no benefit to anyone of mixed groups Able learners learn at twice the speed of the average, so teachers should offer less time and fewer examples Tasks set must be demanding in terms of intellectual challenge and in terms of time constraints A problem solving approach works best Questioning is vital using top end of Bloom and modifications to Bloom Remembering, Understanding, Applying, Analysing, Evaluating, Creating  Complexity The teacher should add in more variables and use multiple and complex resources Encourage the learners to make links with other aspects of study or other subjects, spatially and temporally Use multiple higher level thinking skills (again Bloom) Critically questioning sources, seeking motive and bias  Challenge The teacher should add in more variables or constraints for consideration Content and stimuli should be more complex Cross-disciplinary applications provoke intellectual curiosity and so should feature strongly Demand explicit reasoning and justifications (De Bono) Problem – reason – conclusion  Creativity Subject specific constraints are important here For example in science the use of scientific method or in design the use of a specification Principles and criteria must be clear Provide alternatives for tasks and assessment Emphasis is on oral and written communication to a real world audience or professional body Clarity-creativity-challenge Differentiation is not:   Choice alone Project work for its own sake without direction or relevance  Independent student contracts that are ill-conceived This is important for our independent study It will not work unless teachers actively engage with it and direct the pupils to tasks (expectations) Conclusion: Challenge comes from teacher expertise encouraging the learners to engage with critical thinking in their subject area Pace and challenge lead to engagement and motivation Prior assessment and grouping of the most able Questioning (Bloom) is vital The encouragement of higher level thinking skills (de Bono) is vital Limit time – incorporate the basic with higher level tasks Acceleration, complexity, challenge, creativity Curriculum Models The essence of this lies in an understanding of how people, especially the very able, learn How people learn: - New knowledge is constructed based upon existing conceptions and beliefs Usable knowledge is connected and organized around important concepts that support the transfer of learning The use of deliberate learning strategies to scaffold learning All of the above points to the need to scaffold learning to provide a pathway from dependent to independent learning In other words we cannot simply let the bright get on with it The process of learning is important but there needs to significant subject specific and concept frameworking to allow for metacognition Hence there needs to be a fusion of the curriculum with pedagogy Curriculum and Assessment Lessons and sequences of lessons must have clear and shared goals and outcomes – learning objectives and learning outcomes Assessment must be planned for and should be formal and summative and varied Extensions (homework and beyond) The above all confirm the approaches we have been taking – AfL, curriculum maps, guided independent study, questioning Research tells us that homework graded and returned promptly with guidance for improvement is the most important factor for student progress in the US (80% of a school year progress) Pedagogy Useful models: Concept Development Writing Reasoning Problem based learning Question and Research Creativity Concept Development Organise ideas into related categories through the use of systems, mind maps and webs This provides a brain compatible way of storing and manipulating information It is great for revision and for brain storming Writing Writing frames and writing models are similar ways of scaffolding For example a good way of teaching essay writing skills is through models such as this one below: This may be used for teaching the structure of generic Geography A2 essays It works as a sandwich where the meat of the essay sits between a strong introduction and conclusion The student is reminded of the need to set out key points, back them up with detail, theory and case studies The case studies may well come from a series of different spatial and temporal scales An example of a generic A-Level essay plan is shown: Introduction (Define terms, introduce argument) POINT POINT POINT Detail Detail Detail Detail Theory/Case Study Theory/Case Study Theory/Case Study Theory/Case Study Counter Points Detail Theory/case study Conclusion – reference to command term Reasoning Simplified reasoning terms might be: Assumption (beliefs, understandings) Evidence (information, details, facts, experiences) Inference (conclusions, reasons to support point of view) Concept (ideas, main topics, what the assumptions are about) Implication (consequences, what might happen) POINT These points may be column headings for a web Problem based learning (PBL) This has been popular in several UK Medical Schools It only works when guided so that plenty of useful information is provided The teacher operates as a coach to learning It is supported by taking a De Bono approach and scientific habits of mind, for example: Curiosity, Creativity, Objectivity, Openness to new ideas, Scepticism, Tolerance of ambiguity Question and Research There are three types of question model: - Problem-based learning - Reasoning – what is the writer’s purpose? What evidence supports it? What inferences may be drawn from the evidence? - Taxonomy (Bloom) These lead to the student finding out for themselves through exploring ideas, evaluating and reflecting Creativity Creativity models include: - De Bono’s six hats - Synectics – taking two seemingly unrelated things and looking for similarities/links - Brain-storming - Using visual stimuli, then asking open questions (how does this make you feel? What questions would you like to ask? What answers would you like? With what aspects you identify?) Overview Identification of the more able Each department will update its record of ‘more able’ students twice yearly Firstly in January and then after the school examinations in June/July This record is kept on Sims The SIP will have a focus on the promotion of outstanding learning and teaching Each department through its own development plan will support these by developing outstanding learning and teaching The curriculum and extra -curricular provision will promote not only breadth but also excellence  .. .Learning, Teaching and Assessment Policy Part Teaching, Learning and Assessment Teaching At Skinners’ we believe that outstanding teaching leads to outstanding learning Outstanding assessment. .. have clear and shared goals and outcomes – learning objectives and learning outcomes Assessment must be planned for and should be formal and summative and varied Extensions (homework and beyond)... outlined in our Homework Policy Assessment High quality assessment is central to learning and teaching Assessment must be regular, accurate, helpful to students and teachers, and be manageable It must