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Assessment for Learning criteria and

how it will be addressed:


1. Assessment for learning should be part of effective planning of teaching and learning: This
lesson is based around specific learning goals which are made clear at the beginning,
linked to each task and assessed in the main task. Feedback will be given by peers as well
as by me. How they can improve in future tasks is incorporated into the peer and self
assessment.
2. Assessment for learning should focus on how students learn: students will see the actual
process of assessment through the guidance chart on the back of the worksheet.
3. Assessment for learning should be recognised as central to classroom practice: Much of what
I and learners do in classrooms can be described as assessment. That is, tasks and
uestions prompt learners to demonstrate their knowledge, understanding and skills. !hat
learners say and do is then observed and interpreted, and "udgments are made about how
learning can be improved.
4. Assessment for learning should be regarded as a key professional skill for teachers: I have
endeavored to include more self # peer assessment into all of my teaching $e.g. a group
peer assessment of FairTrade packaging in %eography, the development of leveled
assessments in &'(, to help support learners in developing their knowledge and skills.
5. Assessment for learning should be sensitive and constructive because any assessment has an
emotional impact: student comments will be directed to be constructive and positive. )ll
comments will focus on the work rather than the person.
6. Assessment for learning should take account of the importance of learner motivation: by
setting their own targets this creates an opportunity for self*direction, with the purpose
of enhancing motivation.
. Assessment for learning should promote commitment to learning goals and a shared
understanding of the criteria by which they are assessed: learners need to understand
what it is they are trying to achieve for effective learning to take place * and want to
achieve it. +ommunicating assessment criteria involves discussing them with learners
using terms that they can understand, providing e,amples of how the criteria can be met
in practice and engaging learners in peer and self*assessment.
!. "earners should receive constructive guidance about how to improve: -earners need
information and guidance in order to plan the ne,t steps in their learning. In this lesson I
will encourage the use of praise and constructive feedback between groups.
#. Assessment for learning develops learners$ capacity for self%assessment so that they can
become reflective and self%managing: The assessment task should engage pupils in self*
reflection so they can identify the ne,t steps in their learning. This lesson should euip
learners with the desire and the capacity to take charge of their learning through
developing the skills of target setting.
&'. Assessment for learning should recognise the full range of achievements of all learners:
The tasks should enable all learners to achieve their best and to have their efforts
recognised. hence assessment will include an effort as well as an achievement mark.
Objectives: (5)
Welcome the class. Objectives written on
ppt to be displayed on interactive
whiteboard and ey words broen down.
!as ": #tarter: $ard sort. %nstr&ct p&pils
how to sort their cards and e'plain
e'tension activity ("()
!as ): **! scenario. +ead o&t ,-erry.s
#tory/0 importance of material emphasised
for ne't tas (5)
!as 1: 2ystery: teams of 1 to &se cl&es to
wor o&t a basic b&dget for a month0
e'plaining reasons pl&s e'tension 3&estions
(enco&rage teams to thin abo&t why items
are not chosen rather than j&st saying ,We
haven.t got eno&gh money/) ("5)
!as 4: 5inding sol&tions: 6eliver disco&nt
leaflet and instr&ct p&pils to rewor their
b&dgets &sing the new information ("()
!as 5: #elf 7 peer assessment0 feedbac
7 target setting: %nstr&ct p&pils how to &se
maring criteria ("()
*lenary: #cripted 3&estions to show
&nderstanding of main objectives (5)
%n teams of 1840 p&pils to sort card into ,wants/
and ,needs/ (diagnostic assessment of sills and
prior nowledge). #ome may be able to move onto
the e'tension activity: ran in order of
importance.
*&pils to listen to the story0 taing note of the
ey feat&res.
6ecide on a scribe for their team
9se price list to wor o&t which items they
,need/ to b&y and which items they ,want/ to b&y0
then price accordingly. Write o&t list.
:'plain reasons for each of their choices. !his
will show their progression on the "
st
and )
nd

objectives.
#ome teams may be able to move on to e'plain
why they haven.t chosen specific items. !his will
show that learners are reflective abo&t decision
maing.
!eams to &se e'tra material to rewor their
spending0 write o&t new b&dget list. Again
showing reflection and ability react to changing
circ&mstances.
*&pils to &se maring criteria to assess their own
wor this lesson and see how they co&ld have
improved on their mar
#wap papers with another team0 peer mar wor0
feedbac positive comment and target for the
f&t&re.
!argeted p&pils to answer ,how/ they have met
objectives.
!eacher Activity *&pil Activity
!opic: #pending and #aving.
;ear < *#=:
Lesson: 2oney0 money0 money
(%ntrod&ction to 2oney: wants and
needs)
Objectives:
To understand the
differences between wants
and needs
To be able to plan a
budget that balances
income and spending
-ey words:
Wants0 needs0 b&dget
$ross c&rric&lar:
$iti>enship0 ?&meracy
Literacy
6ifferentiation:
*eer 7 teacher s&pport0 by o&tcome0 e'tension tass. @A- (-
A card sort0 @ A ppt0 worsheets and card sort pict&res0 A A
e'planations)0 sentence starters0 large te't sheets in case of
sight iss&es
B7 ! accommodation:
:'tension in tas one for those capable of more
depth of thining and speed of completion.
:'tension in tas 1 to enco&rage higher level
thining.
*oints to note:
% am aware that money can be a sensitive iss&e which is
why % decided to &se a fictional character for this
e'ercise. % am also aware that some religio&s gro&ps
have faith perspectives on iss&es concerning finance.
*ersonal learning and thining sills:
%ndependent thiners: ;o&ng people process and eval&ate information in their investigations. !hey tae informed
and well8reasoned decisions0 recognising that others have different beliefs and attit&des. #hown in tas ".
$reative thiners: ;o&ng people thin creatively by generating and e'ploring ideas0 maing original connections.
!hey try different ways to tacle a problem0 woring with others to find imaginative sol&tions and o&tcomes that are of
val&e. #hown in tas 1 7 4.
+eflective learners: ;o&ng people eval&ate their strengths and limitations0 setting themselves realistic goals with
criteria for s&ccess. !hey monitor their own performance and progress0 inviting feedbac from others and maing
changes to f&rther their learning. #hown in tas 5.
!eam worers: ;o&ng people wor confidently with others0 adapting to different conte'ts and taing responsibility
for their own part. !hey listen to and tae acco&nt of different views. !hey form collaborative relationships0 resolving
iss&es to reach agreed o&tcomes. #hown in tass "0 1 and 4.
:ffective self managers: ;o&ng people organise themselves0 showing personal responsibility0 initiative0 creativity
and enterprise with a commitment to learning and self8 improvement. !hey actively embrace change0 responding
positively to new priorities0 coping with challenges and looing for opport&nities. #hown in tas 4.
:ffective participators: ;o&ng people actively engage with iss&es that affect them and those aro&nd them. !hey
play a f&ll part in the life of their school0 college0 worplace or wider comm&nity by taing responsible action to bring
improvements for others as well as themselves. #hown in tas 5.
=ealthy #chools:
!his lesson helps e3&ip yo&ng people with the sills
and nowledge to mae informed life choices and
to reach their f&ll potential. :conomic well8being is
one of the 5 national o&tcomes for yo&ng people.
#:AL:
!heme ": Learning to be together C social sills and
empathy. Dy woring together in this lesson %
am providing an opport&nity for p&pils to
practise teamwor sills. !he &se of a fictional
character enco&rages empathy by looing at
another person.s sit&ations.
!heme ): -eep on learning C motivation. !his lesson
provides an opport&nity for p&pils to reflect on
their own performance and consider targets to
improve in their wor. %t also enco&rages
sol&tion8foc&sed thining by &se of tas 4.
!heme 1: Learning abo&t me C managing feelings. !he
&se of team wor gives an opport&nity for
p&pils to practise b&ilding better relationships
:very $hild 2atters:
:njoy and achieve: this lesson has been personalised
to enco&rage rel&ctant learners by the &se of local
and personal iss&es.
2ae a positive contrib&tion: the &se of peer
assessment enco&rages p&pils to thin abo&t helping
others.
Achieve economic well8being: the main objectives of
the lesson and lined specifically to this theme.