Presentations text content in Making progress and learning visible
Slide1
Making progress and learning visible
Our journey so far at Knebworth Primary and Nursery School
Slide2Growth Mindset
This is where our AFL journey began at Knebworth
We believe this underpins our learning philosophy
We begin to embed the culture from EYFS through to Y6
Each classroom has two characters who embody a fixed and growth mindset
We encourage children to challenge themselves and not to be afraid of green ‘mistakes’
A Growth Mindset leads to progress
Slide3Slide4Teacher Learning Communities
Encourages
all staff to engage with
AfL
principles
Dylan
Wiliam
approach
In order for the children to progress, teachers need to be confident in the delivery of a variety of strategies which make learning visible
Share and celebrate good practice, which can help you develop your strengths further
Develop new strategies
Ethos of being open, supported and supportive.
Slide5Strategies which make progress and learning visible at Knebworth.
Slide6ABCD
Leads to…High quality discussionDebating ReasoningCan be adapted for different subjects and all year groups.
Slide7Slide8PPPB
PosePausePounceBounceIs progress and learning visible?Highlights children’s misconceptionsOpportunity for extended debate, and knowledge gatheringDeeper understanding and reasoning is visible
Slide9Entry and Exit Passes
EntryUsed to assess learning prior to a lesson. What do you already know about shape?Teaching is adjusted taking into account responses. Immediate progress is visible.ExitAssessing if children can apply knowledge or skills in a different context at the end of a lesson.
Slide10Entry Pass
Slide11Exit Pass
Slide12Slide13Entry and Exit Passes
Is progress
and learning visible
?
Assess current understanding (Entry)
S
tart the children’s learning from this point.
Assess children’s understanding and progress post lesson(s)(Exit)
Establish next steps
Slide14Redrafting
This is a recent development at Knebworth. Although not a year old yet, it has shown great impact!
Goes beyond using pink and green pens
1. Children complete a section of writing, for example.
2. Teacher marks, identifying pink aspects and green aspects using technical vocabulary, linking to the success criteria.
3. Children get their book back, read feedback, and redraft a section addressing the teacher’s comments.
4. Teacher re-marks to check the children have responded `appropriately, while the child reflects on the
progress they have made.
Slide15Year One
Slide16Year Three
Slide17Year Five
Slide18Maths
Slide19Is progress
and learning visible
?
When work is compared from the start to the end of the year there is a marked improvement
Children are more confident using technical vocabulary and discussing its use within their writing
Within a piece of work there are clear aspects of progress from the original to the redraft
Children seek out their ‘greens’ and are excited to complete their redraft.
They are just like authors! Writing requires editing, reviewing and redrafting.
Slide20Summary
At Knebworth, we use a range of different AfL strategies to gather evidence about learning and adapt our teaching to meet the children’s needs. The use of these strategies allows the children to demonstrate progress and ensure that learning is visible.
Thank you for listening
Slide21
Making progress and learning visible
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