Upload
incerts
View
1.029
Download
0
Embed Size (px)
Citation preview
Welcome
● Chris & Ian introductions
● Turn phones to silent
● Emergency procedures
● Slides available to download
● @Incerts / @ChrisPadden
Timekeeping
13:10 - Welcome
13:15 - The LNF so far
13:45 - The Incerts LNF Tool
14:15 - What’s next for the LNF?
14:30 - Implications of the Donaldson review
14:45 - Q&A
A Non-Profit with Values
● Leading – We solve system-level problems
for educators and organisations.
● Innovating – We improve what we do for
educators and learners, for more of them.
● Engaging – We listen, share, and learn from
educators and experts.
● Originally developed as a curriculum
planning tool
● Statutory curriculum requirement from
September 2013
● Statutory reporting to parents requirement
from "September 2013"
● Statutory "assessment" requirement from
September 2014
“Schools are now required to assess learners’
literacy and numeracy across the curriculum
using the LNF. At the end of each year, schools
will need to produce a narrative report to
parents/carers on their child’s progress and
next steps based on this assessment.”
Welsh Government, Statutory Assessment Arrangements, October 2014
http://learning.wales.gov.uk/docs/learningwales/publications/141030-statutory-
assessment-arrangements-en.pdf
The New/Revised Curriculum
● For LLC, MD, English, Welsh and Maths
● Launched Oct 2014; statutory Sept 2015
● Completely contains, and extends, the LNF
● Therefore broader than previous curriculum
● Clearly focusses on what should be taught
“You will not be expected, nor would it be
appropriate, to use the LNF to arrive at a single
statement about whether a learner is working
at/above/below the expected level for their age.
Instead, the LNF should be used to help
describe a learner’s progress, areas of strength
and next steps for development.”
Welsh Government, LNF Information, April 2013
http://learning.wales.gov.uk/docs/learningwales/publications/130415-lnf-
guidance-en.pdf
“The Welsh Government wishes to invite
organisations to submit proposals for
conducting pilot studies which investigate and
test models for how the LNF can be assessed
within schools. The pilot studies will take place
within 'pathfinder' schools and will form the
basis of guidance for all schools on
assessment and reporting against the LNF.”
Welsh Government, LNF Guidance Contract Notice, August 2013
http://learning.wales.gov.uk/docs/learningwales/publications/141030-statutory-
assessment-arrangements-en.pdf
Myth (The Completists' Approach)
You should assess every child against every
LNF statement every year.
Reality (The Pragmatists' Approach)
You should identify a particular area of LNF to
focus on in short, sharp bursts of assessment
that feed into planning and interventions.
“It is important to understand that the LNF and
Progression Map are not designed to provide a
checklist of items to be worked through or
marked off; still less do they provide a basis for
awarding an overall mark or level to individual
learners.”
Welsh Government, Numeracy and Mathematics Leaders’ Handbook, Feb 2015
http://learning.wales.gov.uk/resources/browse-all/numeracy-and-mathematics-
leaders-handbook/?lang=en
“Instead, it is most useful to use the LNF and
the Progression Map as tools to support
assessment for learning by informing enquiry
and dialogue in relation to learners’ progress.”
Welsh Government, Numeracy and Mathematics Leaders’ Handbook, Feb 2015
http://learning.wales.gov.uk/resources/browse-all/numeracy-and-mathematics-
leaders-handbook/?lang=en
“Formative assessment is not something that
could or should be regulated, but should be
focused on the learner, their goals and their
developmental steps”
Welsh Government, Teacher Assessment Consultation, January 2015
http://gov.wales/consultations/education/teacher-assessment-strengthening-
arrangements/?lang=en
What does Estyn Say?
“Estyn has no preferred model for the way
schools implement the LNF. Inspectors will
judge the effectiveness of provision and
leadership on their contribution to outcomes
and not on the basis of any preferences for
particular methods.”
Estyn, Literacy and Numeracy in Primary Schools, September 2014
http://www.estyn.gov.uk/download/publication/289953.3/supplementary-
guidance-literacy-and-numeracy-in-primary-schools/
Myth
The LNF will eventually replace the current
outcomes and level descriptors.
Reality
Schools should continue to plan and track
progress with outcomes and levels, but should
use also use the LNF formatively.
“Learners at the end of the Foundation Phase
and Key Stages 2 and 3 are assessed, by their
teachers, against the Foundation Phase
outcomes and National Curriculum (NC) level
descriptions … the requirements set out in this
specification are unlikely to be affected by any
such changes in the short term.”
Welsh Government, External Verification Contract Notice, January 2015
http://v2.tender-
service.co.uk/tender/key_stage_23_cluster_group_external_verification
Realignment of Outcomes & Levels
"From September 2015, Foundation Phase
Outcome 5 will be broadly aligned to National
Curriculum Level 3, rather than Level 2 as
generally expected at present. We will use data
on Level 5 achievement at the end of Key
Stage 2, and Level 6 achievement at the end of
Key Stage 3."
Welsh Government, Ministerial Statement, March 2015
http://gov.wales/about/cabinet/cabinetstatements/2015/revisedareasoflearning/
?lang=en
Outcomes + Levels LNF
Achievement
Outcomes
2014-15
2016-17?
New AoL/PoS
LNF
2015-16Outcomes + Levels
New FPP
“NSP support to schools will continue between
now and the end of the summer term, with NSP
partners working with schools to deliver all
agreed support. From September 2015 support
for the LNF will be delivered by Regional
Education Consortia.”
Welsh Government, Freedom of Information Act response, February 2015
http://gov.wales/docs//decisions/2015/education/150227atisn9225doc1.pdf
Pro
fessor
Gra
ha
m D
ona
ldson
, S
uccessfu
l F
utu
res
htt
p://g
ov.w
ale
s/d
ocs/d
cells
/public
ations/1
50317
-successfu
l-fu
ture
s-e
n.p
df
Professor Graham Donaldson, Successful Futures, March 2015
http://gov.wales/docs/dcells/publications/150317-successful-futures-en.pdf
Professor Graham Donaldson, Successful Futures, March 2015
http://gov.wales/docs/dcells/publications/150317-successful-futures-en.pdf
“Achievement Outcomes within each Area of
Learning and Experience will include
embedded literacy, numeracy, digital
competences and wider skills. Progression
Steps will also form the basis of assessment for
learning.”
Professor Graham Donaldson, Successful Futures, March 2015
http://gov.wales/docs/dcells/publications/150317-successful-futures-en.pdf
“Learning should be seen as akin to an
expedition, with stops, detours and spurts.
Progression should be signalled through Steps,
rather than Levels. Progression Steps at
regular intervals will provide a ‘road map’ for
each individual child and young person’s
progress in their learning.”
Professor Graham Donaldson, Successful Futures, March 2015
http://gov.wales/docs/dcells/publications/150317-successful-futures-en.pdf
“The Welsh Government should establish an
arms-length structure for day-to-day leadership
and steering of curriculum and assessment
arrangements.”
Professor Graham Donaldson, Successful Futures, March 2015
http://gov.wales/docs/dcells/publications/150317-successful-futures-en.pdf
Next Steps
● Download the slides
o Available at www.incerts.org/blog on Friday
● Respond to the Donaldson consultation
● Use the "Teach (LNF)" pages - selectively!
● Decide your report layout
● Join the Incerts Network next year
o Details at http://network.incerts.org