Managing the Statutory Requirements for Assessment April 2011

1. Managing the Statutory Requirements for Assessment April 2011

2. Purpose of the Day • To ensure a greater understanding of the statutory assessment arrangements for introduction in 2012/13 • To consider the management and coordination issues associated with the development of Numeracy and meeting the statutory requirements for assessment of Using Mathematics 3. To start to consider and plan the next steps within your own school

3. Overview of the Day 1.The Statutory Requirements …. What is required? By when? 2. Assessing Using Mathematics – Key Messages 3. Managing and Coordinating the Assessment Requirements i. Planning for Assessment ii. Assessment Tasks for Using Mathematics iii. Quality Assurance of Assessment Outcomes 4. Planning the Next Steps

4. The Statutory Requirements What is required? By when?

6. Dates for Implementation “… the future new statutory assessment arrangements for Communication and Using Mathematics will be introduced in the 2012-13 school year, and the arrangements for Using ICT one year later in 2013-14.” (Department of Education, 17 September 2010)

7. Dates for Implementation

8. Proposed Support Programme

9. Assessing Using Mathematics Key Messages

10. Levels of Progression Department of Education Circular No. 2010/06

11. “The Department is also making clear its expectation that every pupil should progress at least one level during each Key Stage.” (para 2.12) (Department of Education, 2011)

12. Levels of Progression

13. Expansion of the Levels of Progression

14. “ An emphasis on literacy and numeracy exists across the curriculum.” (Department of Education, 2009)

15. Assessing Using Mathematics “It is important that post-primary schools ensure that teachers of all subjects help to develop and promote pupils’ literacy and numeracy skills through a whole school approach.” (para 4.25) (Department of Education, 2011)

16. “While recognising that Communication and Using Mathematics are cross-curricular, the mathematics and English (and, in Irish-medium schools, Irish) departments should lead the assessment of numeracy and literacy and be provided with sufficient time and support from school leaders to undertake this role. The cross-curricular nature of Communication and Using Mathematics should be reflected through the whole-school approach to planning for literacy and numeracy, with assessment supported by feedback to the English and mathematics (and, in Irish medium schools, Irish) departments as appropriate.” (para 4.27) (Department of Education, 2011)

18. Reflection Consider the messages presented so far today. Where are you now? What is already happening?

19. Managing and Coordinating Managing and Coordinating the Assessment Requirements

20. Planning for Assessment Planning for Assessment

21. Count Read: Succeed 4.8 To support pupils’ development of literacy and numeracy skills the principal, in particular, must ensure that: (a) all staff have high expectations of all pupils (b) The school has a written policymaking clear that the development and promotion of literacy and numeracy are whole-school priorities; (c) there is a culture of accountability for literacy and numeracy outcomes at Senior management Team level and throughout the school;

22. Count Read: Succeed 4.8 continued: (f) Teachers undertake robust tracking and monitoring of pupils’ work with a particular focus on literacy and numeracy, using statutory assessment tools alongside their own professional judgement; (g) in conjunction with the literacy and numeracy co-ordinators there are opportunities for teachers to share and learn from good practice;

23. Count Read: Succeed 4.12 Other staff with leadership roles must ensure a focus on literacy and numeracy in their area of responsibility, in line with the whole-school approach. 4.16 It is essential that the whole-school approach to the development and promotion of literacy and numeracy skills is broad and balanced and promotes progression…….There must remain an emphasis on teachers using a range of strategies to meet the needs of every child.

24. Acquisition and Development

25. Pupils should be able to: • demonstrate a range of practical skills in undertaking experiments, including the safe use of scientific equipment and appropriate mathematical calculations; • use investigative skills to explore scientific issues, solve problems and make informed decisions; • research and manage information effectively, using Mathematics and ICT where appropriate; • show deeper scientific understanding by thinking critically and flexibly, solving problems and making informed decisions, using Mathematics and ICT where appropriate; • demonstrate creativity and initiative when developing ideas and following them through; • work effectively with others; • demonstrate self management by working systematically, persisting with tasks, evaluating and improving own performance; • communicate effectively in oral, visual, written, mathematical and ICT formats, showing clear awareness of audience and purpose Learning Outcomes The learning outcomes require the demonstration of skills and application of knowledge and understanding of Science.

26. Development Acquisition Assessment Promoting Demonstrating Applying Transferring Reporting Assessment and Reporting

27. Planning for Assessment How to make this happen? Consider: - the experience of the pupil in Years 8, 9 and 10? - evidence of progression? - schemes of work? - coordination over the three years?

28. Workshop A process for the co-ordination of Using Maths assessment has been agreed. Assessment tasks are designed to be able to support teacher judgement. There is a school strategy for the development of numeracy across the curriculum. Appropriate staff attend CCEA Using Maths Agreement Trials from 2012/13 onwards.

29. Assessment Tasks for Using Mathematics

30. Assessment Tasks for Using Mathematics • Purpose of assessment tasks • Assessment task approval processes • Assessment task design • Support materials

31. Workshop 1. Task structure 2. Task templates 3. Task Writing Tool 4. a. Levels of Progression b. Expansion of the Levels of Progression

32. Quality Assurance of Assessment Outcomes

33. Quality Assurance of Assessment Outcomes • Agreement Trials for Using Mathematics • Internal Standardisation • Moderation arrangements

34. Planning theNext Steps

35. Plenary Evaluation