Transcript APP @ Knutsford High School

Activating APP to
Ensure Progression
Contents
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APP can impact upon student progress through its
use for standardising assessment, monitoring and
intervention at a curriculum level.
APP can be an opportunity to review AFL in the
English Classroom.
APP can be an exciting way to re-invigorate
schemes of work, lessons and activity banks.
Activating APP into the
Curriculum
Autumn 1
Autumn 2
Spring 1
The Novel
Great Lives
Poetry of World
Reading: AF1, AF2, AF3
Reading: AF1, AF2, AF4
Reading: AF4, AF5, AF6, AF7
Writing: AF1, AF7, AF8
Writing: AF2, AF3, AF4, AF6
Writing: AF7, AF8
HTA: Reading Focus – Essay on charcter/plot
The Novel
HTA: Writing Assessment – ‘Extended Biography’
HTA: Reading Assessment – ‘Poetry Analysis’
Journalism and Advertising
Shakespeare
Reading: AF4, AF5, AF6
Reading: AF1, AF2, AF3
Reading: AF5, AF6, AF7
Writing: AF2, AF3, AF7
Writing: AF1, AF2
Writing: AF2, AF8
HTA: Reading Assessment – ‘SATs style paper
based on extract analysis’
HTA: Writing Assessment – Newspaper article
HTA: S & L Assessment – ‘Group performances’
The Novel
Gothic Horror
Romeo and Juliet
Reading: AF1, AF2, AF5, AF7
Reading: AF1, AF2, AF3
Reading: AF2, AF4, AF5, AF6, AF7
Writing: AF1, AF4, AF5, AF6, AF7
Writing: AF2, AF5, AF6
Writing: AF1, AF2, AF3
HTA: SATs style extract analysis on extended passage
HTA: Writing Assessment – ‘Gothic Short Stories’
HTA: Mock SAT – ‘Reading/Writing Paper’
Planning Examples
Au tumn 1
Au tumn 2
S pri n g 1
S pri n g 2
S um mer 1
S um mer 2
The N ovel
Great Lives
Poetry of World
Macbeth
Myths and
Legends
Media & Film
Language
AF1 : use a range of
strategies, including
accurate decoding of text,
to read for meaning
AF2 : understand, describe,
select or retrieve
information, events or ideas
from texts and use quotation
and reference to text
AF3 : deduce, infer or
interpret information, events
or ideas from texts
Describe/advise
AF1 : use a range of
strategies, including
accurate decoding of text,
to read for meaning
AF2 : understand, describe,
select or retrieve
information, events or ideas
from texts and use quotation
and reference to text
AF4 : identi fy and comment
on the structure and
organisation of texts,
including grammatical and
presentational features at
text level
Inform
AF1 : use a range of
on the structure and
organisation of texts,
including grammatical and
presentational features at
text level
AF5 : explain and comment
on writers' uses of language,
including grammatical and
literary features at word and
sentence level
AF6 : identi fy and comment
on writers' purposes and
viewpoints and the overall
effect of the text on the
reader
AF7 : relate texts to their
social, cultural and historical
contexts and literary
tradition
strategies, including
accurate decoding of text,
to read for meaning
AF2 : understand, describe,
select or retrieve
information, events or ideas
from texts and use quotation
and reference to text
AF3 : deduce, infer or
interpret information, events
or ideas from texts
AF6 : identi fy and comment
on writers' purposes and
viewpoints and the overall
effect of the text on the
reader
AF7 : relate texts to their
social, cultural and historical
contexts and literary
tradition
Imagine
Explain
AF3 : organise and present
AF5 : vary sentences for
clarity, purpose and effect
AF6 : write with technical
accuracy of syntax and
punctuation in phrases,
clauses and sentences
whole texts effectively,
sequencing and structuring
information, ideas and
events
AF4 : construct paragraphs
and use cohesion within and
between paragraphs
AF5 : vary sentences for
clarity, purpose and effect
AF6 : write with technical
accuracy of syntax and
punctuation in phrases,
clauses and sentences
AF3 : deduce, infer or
interpret information, events
or ideas from texts
AF5 : explain and comment
on writers' uses of language,
including grammatical and
literary features at word and
sentence level
interpret information, events
or ideas from texts
AF4 : identi fy and comment
on the structure and
organisation of texts,
including grammatical and
presentational features at
text level
AF7: relate texts to their
social, cultural and historical
contexts and literary
tradition
Argue
Review
AF3 : deduce, infer or
AF2 : produce texts which
AF1 : write imaginative,
interesting and thoughtful
texts
AF3 : organise and present
whole texts effectively,
sequencing and structuring
information, ideas and
events
AF7 : select appropriate
and effective vocabulary
AF6 : write with technical
accuracy of syntax and
punctuation in phrases,
clauses and sentences
are appropriate to task,
reader and purpose
AF3 : organise and present
whole texts effectively,
sequencing and structuring
information, ideas and
events
AF4 : construct paragraphs
and use cohesion within and
between paragraphs
AF5 : vary sentences for
clarity, purpose and effect
AF8 : use correct spelling – to be taught in starter activities throughout th e year
Speaking and Listening
Writing Assessment Focuses
AF2
Reading Assessment Focuses
AF4 : identi fy and comment
Formal Assessments
Surname
Forename
BAKER Jamie
BEDNARSKA Marta
DAVIES Ben
KS3
Forecast
Eng Key
Stage 3
Forecast Dec
Progress
Again
FFT
Forecast
HTA
1SATs
style
novel
test
HTA
2Gothi
c
Story
HTA 5
WW1
Essay
HTA
4Shak
espea
re
5.4
0.475
4.75
6
6.25
6.5
6.00
0.25
6.25
6.25
6.25
6.25
5
-0.3125
4.5
4.5
4.25
5.5
Intervention Weeks &
Personalised Units
Year 7 - Spring 1 Intervention following
autobiographical writing.
Writing AF3 and AF4
Group 1
AF3
Level 3/4
Sequencing/op
enings and
closings
Group 2
AF3
Level 4/5
Building an
overall
structure and
cohesion
Group 3
AF4
Level 3/4
Using
paragraphs
Group 4
AF4
Level 4/5
Linking
Paragraphs
Activating the Student
Response
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Progress can
only be
ensured if the
pupils are part
of the process
Current Student Perceptions
“Our students understand and value purpose, and we must
have a classroom system that builds daily on practices
that motivate students through their own learning.”
D. Kafalas (Inspired Learners, Active Minds)
“In English we just do different things.”
“I always know what topic I’m doing in Science. Then we have a
test on that subject to know I’ve learnt it all”
“We did lots of things last year, but I never knew what we were
going to do at the end of term at the beginning. Maybe that
would have helped me do better in my level”
Student Ownership of APP
Assessment Focuses
Reading
AF2 - Locating inf ormation f ro m the text using
quotes as evidence.
AF3 - Read between the lines to spot less
obv ious ideas.
AF4 - How texts are put together
AF5 - Language and imagery. W hy use that
word there?
AF6 - W hat the writer was trying to do. How did
it make y ou feel?
W riting
AF1 - W rite texts that are worth reading
AF2 - W rite texts that fit the task, reader and
purpose.
AF3 - Put together and present texts effectively .
AF4 - Use paragraphs and link them together.
AF5 - Vary the length and structure of
sentencesf or eff ect.
AF6 - Use punctuation to help the reader.
AF7 - Choose the best words f or the job.
AF8 - Spell words correctly .
Student Tr anslation
R eading
Skills
Find evidence
Spot clues
How’s it built
Uncove r imagery
Emotional reaction
Wri t ing Skills
Make it fit
Put it tog ether
Link paragraphs
Use the right sen ten ce
Proper Pun ctuation
Challenging Words
Spelling
Impact of Student Voice on
Lessons
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‘Planning and clear objectives are important
aspects of teaching - but then so is the
cultivation of a sense of adventure in learning
and reflection on experience’
‘There is a parallel between the teacher’s and
the novelists art - to be successful, the
openings, especially of either a school lesson
or a novel must both disclose and withhold
information’
Learning Conversations and
Feedback
Resourcing APP
AF Wall
AF Arrows
Modelling and Collaborative
Learning
Collaborative Learning and
APP
Questioning
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Students must be taught that good readers and poor readers
become confused as they read.
The difference is that good readers know when they are confused
and they ask questions.
We model asking difficult questions to which we don't know the
answers, and we publicly demonstrate our journey to answer those
questions
Wormeli, 2006
Written Conversations (AF6)
What’s the impact of the narration at the start?
Student 1
Student 2
It seems really
emotional, maybe
because it’s first person.
What do you think?
I agree. But do we
believe everything she is
saying?
Activating APP in the
Classroom
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Active learning shifts the focus from the
teacher and delivery of course content to the
student and active engagement with skills.
(Gibson, 1998)
AF Teaching Strategies
Creating a Writing Culture
KS4 Transition
GCSE
Pathways
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Year 9 Writing SOW:
Commissions
Speaking and
Listening Units
Summary
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APP is more than a framework for
assessment
It can be an opportunity to review AFL
strategies
APP can refine and inspire new classroom
approaches