Assessment and the new secondary curriculum S. Barfoot

Assessment!

Aims O to share resources around literary text as discussed last meeting. O to identify key areas for development of assessment at KS3. O to explore the possibility of initiating some joint changes to assessment criteria across the RTSA.

Literary Text

Introducing grammar in context Martine Pillette

Petit Prince Petit Prince, comment est ton jardin? Mon jardin? Il est petit. Petit Prince, comment est ta fleur? Ma fleur, elle est si fragile. Petit Prince, comment sont tes baobabs? Mes baobabs, ils sont si gros. Jai rencontré le Petit Prince, Mais pas son jardin, Ni sa fleur, Ne ses baobabs Cest loin, si loin Un jour, peut-être

Premier Jour Jacque Prévert Cut- outs

Presenting literary text: Pupils do not need to understand every word In on cut-outs, teacher could read a line and pupils pick out appropriate card Pupils highlight words known / unknown Dictionary race RAG language on cards Sequence cards (actually sequence is irrelevant Discuss meaning in English Use with an English translation

Using text for grammar: Highlight all the verbs Highlight all the nouns Isolate all the words preceding the nouns and group them according to gender / number Look at adjective endings Look at the repeated words – what other similar words could we use?

Using text for writing / speaking: Add new lines Add adjectives to each line Add adverbs Change tense Change key details Work on a simplified version Poetry reciting competition Learn it by heart

Sa mère dans les douleurs La mort dans un cri La maison dans la ville Des draps rouges dans un lit Le couloir dans la maison Des draps blancs dans un armoire La ville dans la nuit Le père dans le couloir Et lenfant dans la vie Un enfant dans sa mère

Assessment – new NC – no levels How do we feel about this?

Having discussed the implications of the new NC – how do we build these aspects into assessment? The current Year 7 pupils will be the first to take the new GCSE so their KS3 assessments need to reflect what is ahead of them….. Emphasis on: Skills and Core Knowledge – not Content Freedom and Flexibility – no prescribed approach or assessment Rigour – a genuine understanding of how a language works, not level 6 because I can say je vais aller au parc! Manipulation of TL – not memorisation Authentic Language and an increased Awareness of the Culture in the countries speaking that language Creativity – inspiring them

Current Practice Discussion: Have a look at the current KS3 NC levels and talk on your table about the following: O How do you use these in your current formative and summative assessment routines? O How successful are they as a means to measure attainment and progress?