Progression from Key Stage 3

For the 2005-year the building on strategy training initiative and material were for the purpose of increasing the rates of progress among students as well as studying how the "core subject departments can enable more pupils to progress two levels across the key stage. In order for formative assessment to occur it is critical that students have a good notion of the intentions of learning for each lesson. The Learning Intention is that which students should know or understand upon completion of the learning of the child.

Assessment

Stated in the work of, Mccallum & Charles (2000) is that, "Overall, teachers feel that their teaching has been positively affected by the strategies and their children are more focused, more confident and more self-evaluative, with, in many cases, noticeable improvement in their progress attributed directly to this project. Our interviews with children indicated that they have a natural thirst for knowing what they are to learn. They want to self-evaluate and share their difficulties and successes, and appreciate the quality of feedback Teachers have given them about where they have achieved success and where they could improve.

The elements of best practice were:

Playing down the characters in order to avoid children thinking they are working for the characters, thus giving children a bigger stake in their learning.

Writing up the learning intention and articulating it slowly when all the children were paying attention

Consciously expressing the learning intentions using words associated with learning (thinking/using the senses/using tactics)

Using the ASIDE or big picture (or inviting children to think of reasons) when the topic leant itself and as a useful tool to suggest that learning is continuous and incremental 59 Consciously emphasizing within the success criteria 'knowing, learning, thinking, or using skills' Mccallum & Charles (2000)

Information Technology in Education

Information computer technology information, communication and

A factor that is inclusive of learning plan considerations we talked of are illustrated further in that related to Timing, teachers chose to introduce the learning intention and success criteria at different stages in this intro being. Teachers chose the introduction of the learning intention and success criteria and different stages in their introduction which are: (1) Teachers chose to introduce the learning intention and success criteria at different stages in their introduction as is shown just below (2) Each activity has its' own individual learning intention (3) After an input on something altogether entirely different with only one group signaling learning intention and success out come. (4) After a routine part of a subject lesson, warm up for bath. learning intention on worksheets, acting as a constant reminder to children as they went through the task.
Other ways of reminding children were: asking children (infants and juniors) to chant the learning intention and success criteria, challenging children (juniors) to look at worksheets and see the link with the, learning intention and success criteria before starting the task, giving children (juniors) a short play with apparatus and asking them to think, about the learning intention and success criteria as they explored, repeating the learning intention and the success criteria and inviting children to, think what the ASIDE might be (infants and juniors), integrating self-evaluative questions related directly to the success criteria during teaching one-to-one (YR); and repeating the success criteria while touring the room and when children were doing the task. Mccallum & Charles (2000)

McCallum, Bet & Lopez-Charles, Grace (2001) Interim Report on the first term of the project Communicating learning intentions, developing success criteria and pupil self-evaluation Institute of Education University of London. Gillingham Partnership Formative Assessment Project 2000-2001 Online available at http://www.aaia.org.uk/pdf/Gillingham1.pdf

Key Stage 3 National Strategy (2004-05) the Standards Site available online at http://www.standards.dfes.gov.uk/keystage3/respub/ks30405

Macaulay, Kathryn (2005) Lesson Plans Key Stage 2 and Key Stage 3 English, Geography and design Technology Online available at www.bedforhigh.co.uk

Good assessment in secondary schools (Ofsted, March 2003) Online available at http://www.teaching-resource.co.uk/teachers/afl.htm

Education Teaching Methods