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In this exemplified unit we have identified the main assessment focuses (AFs) for reading and writing. However, it is important to remember that teachers should interpret and adapt the teaching sequence to meet the needs of particular classes, and this may affect the choice of AFs against which you wish to gather a range of evidence.
In order for a judgement to be made against writing AFs 1 and 2 it is important that children are given space and time to develop their own ideas and define their own purposes for writing. Opportunities to plan for this will arise throughout the literacy curriculum as well as through the application of skills across the curriculum.
The suggested outcome for this unit is the creation of children's own versions of The Piano by Aidan Gibbons. This can then be extended to create a multimodal presentation of this version of the narrative to include images, voice-over, soundtrack and written text. The teaching of this unit should support the collection of evidence against reading AF3 (deduce, infer or interpret information, events or ideas from texts), reading AF6 (identify and comment on writers' purposes and viewpoints and the overall effect of the text on the reader) and writing AF6 (write with technical accuracy of syntax and punctuation in phrases, clauses and sentences).
Evidence against a variety of AFs will be collected at many points during the teaching sequence. Independence and opportunities to make decisions are integral to children's development in reading and writing. Therefore, as well as using assessment opportunities within the structure of the unit (as exemplified below) it will also be important to collect evidence of achievement against the AFs from occasions where children can demonstrate independence and choice.
Suggestions for the collection of assessment information against a range of AFs are found below.
The following are examples selected from the teaching content for this unit of work that will support planning for effective assessment as an integrated part of the teaching and learning process. Evidence gathered during this ongoing work will contribute to the periodic assessment of children's progress.
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Learning outcomes |
Example of teaching content and assessment opportunities |
Evidence |
Approach to assessment |
|---|---|---|---|
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Children can form opinions and use textual evidence from a film to support and justify responses. |
Children's discussions focus on their first opinions of the narrative. They use a grid to record what they know, what they think they know, any patterns they noticed in the film and questions they feel are left to ask of the film that are not answered. In small groups, they use a zone of relevance board (a target board with a variety of words to describe the mood of film or text) to identify three words that best describe the overall mood of the film, and justify these identifications by referring back to specific aspects and parts of the film. |
Children's discussions and oral responses Children's informal notes (in grid and/or on interactive whiteboard) |
Teacher observation Teacher questioning |
|
Children can transfer their understanding of different modes to write short descriptions. |
During a modelled or shared writing session the teacher takes a scene from the film and demonstrates how to turn visual, auditory and gestural aspects of the film into sentences, articulating the processes that are being demonstrated. Children then work independently to write their own sentences, constructing, re-drafting and discussing word choices with a focus on the effect on the reader of the language and sentence structure. During the plenary, examples of these sentences are discussed by the class and the scene is watched again. |
Children's oral responses Children's writing at different stages of the process |
Teacher observation Oral feedback Marking |
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Children can reflect critically on their own writing and edit and improve it. |
Before writing, success criteria for the writing task have been established. These link to the learning objectives for the unit and children's writing targets. Draft narratives have been read and the focus for re-drafting and editing of work identified. Guided writing groups are flexibly linked to children's needs identified throughout the writing process. The teacher uses the success criteria and examples of children's writing to support re-drafting of a small part of their writing. Children work together to re-draft sentences and improve elements of their writing. Response partners work together to find and improve other examples of the identified focus in their writing. Immediate feedback is given to children about their progress and the improvements made. |
Children's writing at all stages of the writing process (drafted narratives, contributions during shared, guided writing work, final outcomes) |
Teacher observation Marking and oral feedback Peer assessment and self-assessment |
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