English and Mathematics Assessments
“Since mastery is what we want pupils to acquire (or go on acquiring), rather than teachers to exhibit, we use the phrase ‘teaching for mastery’ to describe the range of elements of classroom practice and school organisation that
combine to give pupils the best chances of mastering mathematics. And mastering maths means acquiring a deep, long-term, secure and adaptable understanding of the subject. At any one point in a pupil’s journey through school, achieving mastery is taken to mean acquiring a solid enough understanding of the maths that’s been taught to enable him/her move on to more advanced material.”NCETM (2016) Mastery Explained – What Mastery Means. Available at: https://www.ncetm.org.uk/resources/49450 (Accessed: 24 August 2018).
In response to the above quote, evaluate the impact of mastery approaches you have used in any area of mathematics. Collate a portfolio of evidence to demonstrate the extent to which a pupil is able to solve increasingly complex problems as a result of your mastery input (1500 words equivalent).
Assessment tasks to be carried out during SBT 1 or 2:
1. Read: The NCETM, “Essence of Maths Teaching for Mastery”, available
here: https://www.ncetm.org.uk/files/37086535/The+Essence+of+Maths+Teaching+for+Mastery+june+2016.pdf [accessed, 24.08.19] and “Five
Big Ideas in Teaching for Mastery”, available here: https://www.ncetm.org.uk/resources/50042 [accessed, 24.08.19].
Consider the rationale behind the mastery approach and the extent to which mastery principles are evident in mathematics teaching at your school.
2. Initial assessment: Select 1 child (in consultation with your mentor or class teacher) whom you will monitor and assess in an area of mathematics (e.g. geometry). Gather information (i.e. observe the child, talk to the class teacher, scrutinise assessment records, etc.) about the child’s initial mathematical attainment in relation to the specific area of mathematics identified (e.g. geometry). Complete the first part of Appendix D.
3. Observe your class teacher or mathematics leader teaching the first lesson of a sequence of sessions on a given mathematics topic. Use the observation form in Appendix D to help focus your observation. Look for mastery approaches he/she uses in his/her teaching. Following the lesson discuss with your mentor or the class teacher your observations of the chosen child and the mastery approaches used.
4. In light of your initial assessment of your focus child, observation of the teacher and reading, plan (using the UEL planning format) and deliver the next lesson for the group of pupils in which your selected child works, focusing on using mastery approaches to underpin your teaching.
5. Assess the progress of your selected pupil and record on the UEL daily formative assessment pro-forma. Evaluate the effectiveness of your lesson plan, resources and approaches and record on the UEL lesson planning pro-forma.
6. Evaluate the progress made by the selected child in relation to their starting points. Complete the final section of the pupil profile in Appendix D.
English Assessment Brief
“The programmes of study for reading at key stages 1 and 2 consist of 2 dimensions: word reading and comprehension (both listening and reading). It is essential that teaching focuses on developing pupils’ competence in both dimensions; different kinds of teaching are needed for each.” Department for Education (2014). National curriculum in England: English programmes of study. Available at: https://www.gov.uk/government/publications/national-curriculum-in-englandenglish-programmes-of study/national-curriculum-in-england-englishprogrammes-of-study (last accessed 12.08.19)In response to the above quote, monitor one pupil’s progress in word recognition and/or language comprehension. Evaluate the impact of your teaching by collating a portfolio of evidence to demonstrate the extent to which pupils made progress in one or both of these dimensions of the Simple View of Reading (Rose, J. (2006) Independent Review of the Teaching of Early Reading. Available at: https://dera.ioe.ac.uk/5551/2/report.pdf (last accessed
17th July 2019). (1500 words equivalent)
Assessment tasks to be carried out during SBT 1 or 2:
1. Read the Rose Report (an overview of the report is accessible here: http://dera.ioe.ac.uk/5551/3/5d970d28fc535dc54eb4dee9995bef36.p
df (last accessed 17th July 2019) and re-familiarise yourself with the two strands the Simple View of Reading represents.
2. Initial assessment: select 1 child (in consultation with your mentor or class teacher) whom you will monitor and assess in word recognition and/or language comprehension. Gather information about the child’s initial reading attainment by observing their learning in phonics and/or reading; recording your findings on the phonics
and/or reading observation formats in Appendix D. You may also gather evidence from discussions with the class teacher and through your scrutiny of assessment records. Use your initial assessment of your focus child to then complete the section 1 of the pupil profile, located in Appendix D.
3. During these observations, look for specific approaches used by the teacher in their teaching of word recognition and/or language comprehension. Following the lesson(s) discuss with your mentor or the class teacher your observations of the chosen child and the approaches used.
4. In light of your initial assessment of your focus child’s existing knowledge (and informed by observation of the teacher), plan and deliver subsequent reading or phonics session(s), using the UEL planning pro forma. The session(s) should have a clear focus on word recognition and/or language comprehension.
5. Assess the progress of your selected pupil (against one/both strands of the SVR) and record on the UEL daily formative assessment pro-forma. Evaluate the effectiveness of your lesson plan, resources and approaches and record on the UEL lesson planning pro-forma.
6. Evaluate the progress made by your focus pupil in relation to your initial assessment of their reading attainment. Complete the section 2 of the pupil profile in Appendix D.