SlideShare ist ein Scribd-Unternehmen logo
1 von 43
Downloaden Sie, um offline zu lesen
Assessment for Learning  and the New Music National Curriculum ,[object Object],[object Object]
Introductions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Activity 1: where are you?
Module 1: Assessment Really Can Help
Activity 2: What is formative assessment? What is summative assessment?
So which is which?
Summative Assessment Challenges Opportunities
L EVEL  D ESCRIPTIONS : M USIC Level 1 Pupils recognise and explore how sounds can be made and changed. They use their voices in different ways such as speaking, singing and chanting, and perform with awareness of others. They repeat short rhythmic and melodic patterns and create and choose sounds in response to given starting points. They respond to different moods in music and recognise well-defined changes in sounds, identify repeated patterns and take account of musical instructions. Level 2 Pupils recognise and explore how sounds can be organised. They sing with a sense of the shape of the melody, and perform simple patterns and accompaniments keeping to a steady pulse. They choose carefully and order sounds within simple structures such as beginning, middle, end, and in response to given starting points. They represent sounds with symbols and recognise how the musical elements can be used to create different moods and effects and communicate ideas. They improve their own work. Level 3 Pupils recognise and explore the ways sounds can be combined and used expressively. They sing in tune with expression and perform simple melodic and rhythmic parts. They improvise repeated patterns and combine several layers of sound with an awareness of the combined effect. They recognise how the different musical elements are combined and used expressively and make improvements to their own work, commenting on the intended effect. Level 4 Pupils identify and explore the relationship between sounds and how music reflects different intentions. While performing by ear and from notations, they maintain their own part with awareness of how the different parts fit together and the need to achieve an overall effect. They improvise melodic and rhythmic phrases as part of a group performance and compose by developing ideas within musical structures. They describe, compare and evaluate different kinds of music using an appropriate musical vocabulary. They suggest improvements to their own and others’ work, commenting on how intentions have been achieved. Level 5 Pupils identify and explore musical devices and how music reflects time, place and culture. They perform significant parts from memory and from notations, with awareness of their own contribution such as leading others, taking a solo part or providing rhythmic support. They improvise melodic and rhythmic material within given structures, use a variety of notations, and compose music for different occasions using appropriate musical devices. They analyse and compare musical features. They evaluate how venue, occasion and purpose affect the way music is created, performed and heard. They refine and improve their work. 40 of 59 Music Level 6 Pupils identify and explore the different processes and contexts of selected musical styles, genres and traditions. They select and make expressive use of tempo, dynamics, phrasing and timbre. They make subtle adjustments to fit their own part within a group performance. They improvise and compose in different styles and genres, using harmonic and non-harmonic devices where relevant, sustaining and developing musical ideas, and achieving different intended effects. They use relevant notations to plan, revise and refine material. They analyse, compare and evaluate how music reflects the contexts in which it is created, performed and heard. They make improvements to their own and others’ work in the light of the chosen style. Level 7 Pupils discriminate between and explore musical conventions in, and influences on, selected styles, genres and traditions. They perform in different styles, making significant contributions to the ensemble and using relevant notations. They create coherent compositions drawing on internalised sounds. They adapt, improvise, develop, extend and discard musical ideas within given and chosen musical structures, styles, genres and traditions. They evaluate, and make critical judgements about, the use of musical conventions and other characteristics and how different contexts are reflected in their own and others’ work. Level 8 Pupils discriminate between and exploit the characteristics and expressive potential of selected musical resources, styles, genres and traditions. They perform, improvise and compose extended compositions with a sense of direction and shape, both within melodic and rhythmic phrases and overall form. They explore different styles, genres and traditions, working by ear and by making accurate use of appropriate notations. They both follow and challenge conventions. They discriminate between musical styles, genres and traditions, commenting on the relationship between the music and its cultural context, and making and justifying their own judgements. Exceptional Performance Pupils discriminate between and develop different interpretations. They express their own ideas and feelings in a developing personal style, exploiting instrumental and/or vocal possibilities. They give convincing performances and demonstrate empathy with other performers. They produce compositions that demonstrate a coherent development of musical ideas, consistency of style and a degree of individuality. They discriminate and comment on how and why changes occur within selected traditions, including the particular contribution of significant performers and composers. Unit 4  Module 2: Written feedback Objectives • To recognise the types of written feedback that best help pupils to improve • To focus written feedback on the learning objectives and planned learning outcomes of lessons so that pupils can see the immediate relevance of comments • To develop a strategy to provide written feedback that will better help pupils to improve • To contribute to developing a whole-school policy linking and clarifying the relationship between oral and written feedback
The PACE project ,[object Object]
How often is too often? ,[object Object]
Attainment targets ,[object Object],[object Object],[object Object],Attainment targets should be applied  at the student level.  They cannot be applied either to musical products or activities How do I make this a level 5 piece of work? … Practice for progress so you become a level 5 student!
You don’t measure the music -  you measure the student
Bringing Assessment together Formative Summative
So what about musical progression?
“ For the things we have to learn before we can do them, we learn by doing them” Aristotle
Assessment for learning ,[object Object],[object Object],[object Object],[object Object],[object Object]
Formative Assessment Challenges Opportunities
[object Object],[object Object],[object Object],[object Object],[object Object],The benefits of assessment for learning
The 10 Principles: Assessment for Learning ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],T argets H ow I nvolvement K n owledge Feedbac k
T - H - I - N - K
T - H - I - N - K ,[object Object],[object Object],[object Object],[object Object],[object Object]
How do I see it? T - H - I
Targets - How -Involvement Video at  http://www.teachers.tv/video/33482
Case study 1 ,[object Object],[object Object],[object Object]
Case study 2: ,[object Object],[object Object],[object Object],[object Object],http://curriculum.qcda.gov.uk/key-stages-3-and-4/assessment/nc-in-action/items/music/7/368.aspx
[object Object],[object Object],[object Object],[object Object],[object Object],Module 1: “It really can help”
Break
Module 2: “Making it work  for  you”
Making it work  for  you How can you get assessment to help you help them to develop as musicians?  (And keep what’s left of my sanity!)
What’s the problem? “ How do I know or find out what progress looks like in   my  school  for  my  students  so I can set targets that are  meaningful  to  my  students
THINK: How do I k n ow what works?
Methodology: How do we view the learning? Depth of understanding Number of students
How do I sample? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],I didn’t expect........ Why....? Which groupings of students will  best represent the learners for this task? Are there any special cases?
How do I sample? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Qualitative or quantitative? Which groupings of students will  best represent the learners for this task? What is it that I really need to know?
Activity Detail: How did the activities around this old hammer impact upon the learning of ...(student cases).........   Broad overview: What was the impact of this old hammer on students’ achievement  in  year 7?   What can we do to improve the learning of key concepts and skills through this unit of work?  Was the unit a success? Did students enjoy it? Should we prioritise it for updating?
THINK: How do I prove it?  ...Feedbac k
THINK: Product - Process - Person - Environment Evidence can be collected from many sources:
Types of evidence Depth of understanding Number of students
Patterns in your evidence Maybe Probably Most likely Video Audio Worksheet Interview notes Lesson notes Pictures Feedback forms Logbooks Surveys Questionnaires Spreadsheets Student notes Group worksheets Lesson Plans Mark book Straw Poll Exams Traffic lights Targets Thumbs up/Thumbs down Post its Peer review sheets Mind maps Fish diagrams Venn diagrams Meeting minutes Development plan PMI diagram Ladders of understanding National Data Attainment target levels Evaluation forms Computer files
What do I do next?
Feedback - Knowing (me), Knowing (you) ,[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],Module 2: “Making it work for you”
Questions & Evaluation

Weitere ähnliche Inhalte

Was ist angesagt?

5 discussion issues on assessment.
5 discussion issues on assessment.5 discussion issues on assessment.
5 discussion issues on assessment.Sarjan Paul Vosko
 
Developing a teacher performance appraisal
Developing a teacher performance appraisalDeveloping a teacher performance appraisal
Developing a teacher performance appraisalCarlo Magno
 
Assessment in the 21st century power point 2
Assessment in the 21st century power point 2Assessment in the 21st century power point 2
Assessment in the 21st century power point 2cleofrina
 
Assessment Of Student Learning
Assessment Of Student LearningAssessment Of Student Learning
Assessment Of Student LearningArlan Villanueva
 
Assessment of diverse, learners,exemption, concessions, adaptation & acco...
Assessment of diverse, learners,exemption, concessions, adaptation & acco...Assessment of diverse, learners,exemption, concessions, adaptation & acco...
Assessment of diverse, learners,exemption, concessions, adaptation & acco...syd Shafeeq
 
Assessment in the K12 Classroom
Assessment in the K12 ClassroomAssessment in the K12 Classroom
Assessment in the K12 ClassroomPatricia Dickenson
 
Curriculum Evaluation BY Ahmet YUSUF
Curriculum  Evaluation BY Ahmet YUSUFCurriculum  Evaluation BY Ahmet YUSUF
Curriculum Evaluation BY Ahmet YUSUFأحمد يوسف
 
Using assessment data
Using assessment dataUsing assessment data
Using assessment datafcaristo
 
Learning and assessment
Learning and assessmentLearning and assessment
Learning and assessmentsitamajhi1
 
Outcomnes-based Education
Outcomnes-based EducationOutcomnes-based Education
Outcomnes-based EducationCarlo Magno
 
Assessment of learning
Assessment of learningAssessment of learning
Assessment of learningKendral Flores
 
assessment in curriculum development
assessment in curriculum development assessment in curriculum development
assessment in curriculum development younes Anas
 
Modern trends in Educational Assessment
Modern trends in Educational Assessment Modern trends in Educational Assessment
Modern trends in Educational Assessment MehmoodSubhany1
 
501 assignment 9 chapter 12 revision
501 assignment 9 chapter 12 revision501 assignment 9 chapter 12 revision
501 assignment 9 chapter 12 revisionKaWright1961
 
Curriculum Ideologies
Curriculum IdeologiesCurriculum Ideologies
Curriculum IdeologiesCt Hajar
 
Assessing for Improvement: learning outcomes assessment for library instruction
Assessing for Improvement: learning outcomes assessment for library instructionAssessing for Improvement: learning outcomes assessment for library instruction
Assessing for Improvement: learning outcomes assessment for library instructionDiane Harvey
 

Was ist angesagt? (20)

5 discussion issues on assessment.
5 discussion issues on assessment.5 discussion issues on assessment.
5 discussion issues on assessment.
 
Developing a teacher performance appraisal
Developing a teacher performance appraisalDeveloping a teacher performance appraisal
Developing a teacher performance appraisal
 
Assessment in the 21st century power point 2
Assessment in the 21st century power point 2Assessment in the 21st century power point 2
Assessment in the 21st century power point 2
 
Assessment Of Student Learning
Assessment Of Student LearningAssessment Of Student Learning
Assessment Of Student Learning
 
Assessment of diverse, learners,exemption, concessions, adaptation & acco...
Assessment of diverse, learners,exemption, concessions, adaptation & acco...Assessment of diverse, learners,exemption, concessions, adaptation & acco...
Assessment of diverse, learners,exemption, concessions, adaptation & acco...
 
Assessment in the K12 Classroom
Assessment in the K12 ClassroomAssessment in the K12 Classroom
Assessment in the K12 Classroom
 
Curriculum Evaluation BY Ahmet YUSUF
Curriculum  Evaluation BY Ahmet YUSUFCurriculum  Evaluation BY Ahmet YUSUF
Curriculum Evaluation BY Ahmet YUSUF
 
Classroom assessmnts
Classroom assessmntsClassroom assessmnts
Classroom assessmnts
 
Using assessment data
Using assessment dataUsing assessment data
Using assessment data
 
Learning and assessment
Learning and assessmentLearning and assessment
Learning and assessment
 
Outcomnes-based Education
Outcomnes-based EducationOutcomnes-based Education
Outcomnes-based Education
 
Assessment of learning
Assessment of learningAssessment of learning
Assessment of learning
 
Obe principles and process
Obe principles and processObe principles and process
Obe principles and process
 
assessment in curriculum development
assessment in curriculum development assessment in curriculum development
assessment in curriculum development
 
Modern trends in Educational Assessment
Modern trends in Educational Assessment Modern trends in Educational Assessment
Modern trends in Educational Assessment
 
Improvised Apparatus
Improvised ApparatusImprovised Apparatus
Improvised Apparatus
 
CCE presentation
CCE presentationCCE presentation
CCE presentation
 
501 assignment 9 chapter 12 revision
501 assignment 9 chapter 12 revision501 assignment 9 chapter 12 revision
501 assignment 9 chapter 12 revision
 
Curriculum Ideologies
Curriculum IdeologiesCurriculum Ideologies
Curriculum Ideologies
 
Assessing for Improvement: learning outcomes assessment for library instruction
Assessing for Improvement: learning outcomes assessment for library instructionAssessing for Improvement: learning outcomes assessment for library instruction
Assessing for Improvement: learning outcomes assessment for library instruction
 

Andere mochten auch

Speaking skill ppt
Speaking skill pptSpeaking skill ppt
Speaking skill pptBella Ways
 
Speaking skill presentation
Speaking skill presentationSpeaking skill presentation
Speaking skill presentationchela894
 
The importance of Communication skills
The importance of Communication skillsThe importance of Communication skills
The importance of Communication skillssaad usmani
 

Andere mochten auch (9)

Study Skills
Study SkillsStudy Skills
Study Skills
 
Speaking skills
Speaking skillsSpeaking skills
Speaking skills
 
Speaking Skills
Speaking SkillsSpeaking Skills
Speaking Skills
 
Speaking skill ppt
Speaking skill pptSpeaking skill ppt
Speaking skill ppt
 
Speaking skill presentation
Speaking skill presentationSpeaking skill presentation
Speaking skill presentation
 
Speaking skills
Speaking skills Speaking skills
Speaking skills
 
Negotiation Skills
Negotiation SkillsNegotiation Skills
Negotiation Skills
 
The importance of Communication skills
The importance of Communication skillsThe importance of Communication skills
The importance of Communication skills
 
NEGOTIATION POWERPOINT
NEGOTIATION POWERPOINTNEGOTIATION POWERPOINT
NEGOTIATION POWERPOINT
 

Ähnlich wie Afl Modules 1 & 2

B I L L Y T E C H P P T
B I L L Y  T E C H  P P TB I L L Y  T E C H  P P T
B I L L Y T E C H P P Talzaherw1
 
Lesson two the history of music in advertising
Lesson two   the history of music in advertisingLesson two   the history of music in advertising
Lesson two the history of music in advertisingbecclehead
 
Welcome to Mr. Alzaher’s Music Class
Welcome to Mr. Alzaher’s Music ClassWelcome to Mr. Alzaher’s Music Class
Welcome to Mr. Alzaher’s Music Classalzaherw1
 
Leading and Building the Adaptive School - Master Class, Australian Primary P...
Leading and Building the Adaptive School - Master Class, Australian Primary P...Leading and Building the Adaptive School - Master Class, Australian Primary P...
Leading and Building the Adaptive School - Master Class, Australian Primary P...Stephen Murgatroyd, PhD FBPsS FRSA
 
Understanding by design stephanie
Understanding by design stephanieUnderstanding by design stephanie
Understanding by design stephanieschmidtpa
 
Teaching and Learning
Teaching and Learning Teaching and Learning
Teaching and Learning Channels.cc
 
WRITTEN-REPORT-IN-MUSIC.docx
WRITTEN-REPORT-IN-MUSIC.docxWRITTEN-REPORT-IN-MUSIC.docx
WRITTEN-REPORT-IN-MUSIC.docxJessielynDiaz
 
Understanding by design Stephanie
Understanding by design StephanieUnderstanding by design Stephanie
Understanding by design Stephanieschmidtpa
 
Danielle's Final Report 2015
Danielle's Final Report 2015Danielle's Final Report 2015
Danielle's Final Report 2015Danielle Ling
 
Assessment
AssessmentAssessment
Assessmentkarensd1
 
The speaking process
The speaking processThe speaking process
The speaking processchela894
 
Presentación2 method classroom management
Presentación2 method classroom managementPresentación2 method classroom management
Presentación2 method classroom managementRandall jimenez castro
 
Philosophy of Music Education
Philosophy of Music EducationPhilosophy of Music Education
Philosophy of Music EducationHolly Meyer
 
Assessment
AssessmentAssessment
Assessmentpasadena
 
What makes an Outstanding Lesson? 2009 UPDATE
What makes an Outstanding Lesson? 2009 UPDATEWhat makes an Outstanding Lesson? 2009 UPDATE
What makes an Outstanding Lesson? 2009 UPDATEDavid Drake
 
Edu 650 the big interview-final project
Edu 650 the big interview-final projectEdu 650 the big interview-final project
Edu 650 the big interview-final projectlashawn21
 
2-16-2022 Lesson Plan.pdf
2-16-2022 Lesson Plan.pdf2-16-2022 Lesson Plan.pdf
2-16-2022 Lesson Plan.pdfEmilyBond19
 

Ähnlich wie Afl Modules 1 & 2 (20)

B I L L Y T E C H P P T
B I L L Y  T E C H  P P TB I L L Y  T E C H  P P T
B I L L Y T E C H P P T
 
Lesson two the history of music in advertising
Lesson two   the history of music in advertisingLesson two   the history of music in advertising
Lesson two the history of music in advertising
 
Welcome to Mr. Alzaher’s Music Class
Welcome to Mr. Alzaher’s Music ClassWelcome to Mr. Alzaher’s Music Class
Welcome to Mr. Alzaher’s Music Class
 
Leading and Building the Adaptive School - Master Class, Australian Primary P...
Leading and Building the Adaptive School - Master Class, Australian Primary P...Leading and Building the Adaptive School - Master Class, Australian Primary P...
Leading and Building the Adaptive School - Master Class, Australian Primary P...
 
Understanding by design stephanie
Understanding by design stephanieUnderstanding by design stephanie
Understanding by design stephanie
 
Teaching and Learning
Teaching and Learning Teaching and Learning
Teaching and Learning
 
WRITTEN-REPORT-IN-MUSIC.docx
WRITTEN-REPORT-IN-MUSIC.docxWRITTEN-REPORT-IN-MUSIC.docx
WRITTEN-REPORT-IN-MUSIC.docx
 
Understanding by design Stephanie
Understanding by design StephanieUnderstanding by design Stephanie
Understanding by design Stephanie
 
Danielle's Final Report 2015
Danielle's Final Report 2015Danielle's Final Report 2015
Danielle's Final Report 2015
 
Assessment
AssessmentAssessment
Assessment
 
The speaking process
The speaking processThe speaking process
The speaking process
 
Presentación2 method classroom management
Presentación2 method classroom managementPresentación2 method classroom management
Presentación2 method classroom management
 
Philosophy of Music Education
Philosophy of Music EducationPhilosophy of Music Education
Philosophy of Music Education
 
Assessment
AssessmentAssessment
Assessment
 
What makes an Outstanding Lesson? 2009 UPDATE
What makes an Outstanding Lesson? 2009 UPDATEWhat makes an Outstanding Lesson? 2009 UPDATE
What makes an Outstanding Lesson? 2009 UPDATE
 
Suggestopedia
SuggestopediaSuggestopedia
Suggestopedia
 
Expressive Arts
Expressive Arts Expressive Arts
Expressive Arts
 
Edu 650 the big interview-final project
Edu 650 the big interview-final projectEdu 650 the big interview-final project
Edu 650 the big interview-final project
 
Assessment and learning - getting quality in both
Assessment and learning - getting quality in bothAssessment and learning - getting quality in both
Assessment and learning - getting quality in both
 
2-16-2022 Lesson Plan.pdf
2-16-2022 Lesson Plan.pdf2-16-2022 Lesson Plan.pdf
2-16-2022 Lesson Plan.pdf
 

Kürzlich hochgeladen

How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17Celine George
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxraviapr7
 
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptxClinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptxraviapr7
 
Riddhi Kevadiya. WILLIAM SHAKESPEARE....
Riddhi Kevadiya. WILLIAM SHAKESPEARE....Riddhi Kevadiya. WILLIAM SHAKESPEARE....
Riddhi Kevadiya. WILLIAM SHAKESPEARE....Riddhi Kevadiya
 
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptxSandy Millin
 
KARNAADA.pptx made by - saransh dwivedi ( SD ) - SHALAKYA TANTRA - ENT - 4...
KARNAADA.pptx  made by -  saransh dwivedi ( SD ) -  SHALAKYA TANTRA - ENT - 4...KARNAADA.pptx  made by -  saransh dwivedi ( SD ) -  SHALAKYA TANTRA - ENT - 4...
KARNAADA.pptx made by - saransh dwivedi ( SD ) - SHALAKYA TANTRA - ENT - 4...M56BOOKSTORE PRODUCT/SERVICE
 
In - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxIn - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxAditiChauhan701637
 
CapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapitolTechU
 
Unveiling the Intricacies of Leishmania donovani: Structure, Life Cycle, Path...
Unveiling the Intricacies of Leishmania donovani: Structure, Life Cycle, Path...Unveiling the Intricacies of Leishmania donovani: Structure, Life Cycle, Path...
Unveiling the Intricacies of Leishmania donovani: Structure, Life Cycle, Path...Dr. Asif Anas
 
How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17Celine George
 
A gentle introduction to Artificial Intelligence
A gentle introduction to Artificial IntelligenceA gentle introduction to Artificial Intelligence
A gentle introduction to Artificial IntelligenceApostolos Syropoulos
 
3.26.24 Race, the Draft, and the Vietnam War.pptx
3.26.24 Race, the Draft, and the Vietnam War.pptx3.26.24 Race, the Draft, and the Vietnam War.pptx
3.26.24 Race, the Draft, and the Vietnam War.pptxmary850239
 
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxAUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxiammrhaywood
 
Education and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxEducation and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxraviapr7
 
Work Experience for psp3 portfolio sasha
Work Experience for psp3 portfolio sashaWork Experience for psp3 portfolio sasha
Work Experience for psp3 portfolio sashasashalaycock03
 
ARTICULAR DISC OF TEMPOROMANDIBULAR JOINT
ARTICULAR DISC OF TEMPOROMANDIBULAR JOINTARTICULAR DISC OF TEMPOROMANDIBULAR JOINT
ARTICULAR DISC OF TEMPOROMANDIBULAR JOINTDR. SNEHA NAIR
 

Kürzlich hochgeladen (20)

How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptx
 
Finals of Kant get Marx 2.0 : a general politics quiz
Finals of Kant get Marx 2.0 : a general politics quizFinals of Kant get Marx 2.0 : a general politics quiz
Finals of Kant get Marx 2.0 : a general politics quiz
 
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptxClinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
 
March 2024 Directors Meeting, Division of Student Affairs and Academic Support
March 2024 Directors Meeting, Division of Student Affairs and Academic SupportMarch 2024 Directors Meeting, Division of Student Affairs and Academic Support
March 2024 Directors Meeting, Division of Student Affairs and Academic Support
 
Personal Resilience in Project Management 2 - TV Edit 1a.pdf
Personal Resilience in Project Management 2 - TV Edit 1a.pdfPersonal Resilience in Project Management 2 - TV Edit 1a.pdf
Personal Resilience in Project Management 2 - TV Edit 1a.pdf
 
Prelims of Kant get Marx 2.0: a general politics quiz
Prelims of Kant get Marx 2.0: a general politics quizPrelims of Kant get Marx 2.0: a general politics quiz
Prelims of Kant get Marx 2.0: a general politics quiz
 
Riddhi Kevadiya. WILLIAM SHAKESPEARE....
Riddhi Kevadiya. WILLIAM SHAKESPEARE....Riddhi Kevadiya. WILLIAM SHAKESPEARE....
Riddhi Kevadiya. WILLIAM SHAKESPEARE....
 
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
 
KARNAADA.pptx made by - saransh dwivedi ( SD ) - SHALAKYA TANTRA - ENT - 4...
KARNAADA.pptx  made by -  saransh dwivedi ( SD ) -  SHALAKYA TANTRA - ENT - 4...KARNAADA.pptx  made by -  saransh dwivedi ( SD ) -  SHALAKYA TANTRA - ENT - 4...
KARNAADA.pptx made by - saransh dwivedi ( SD ) - SHALAKYA TANTRA - ENT - 4...
 
In - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxIn - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptx
 
CapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptx
 
Unveiling the Intricacies of Leishmania donovani: Structure, Life Cycle, Path...
Unveiling the Intricacies of Leishmania donovani: Structure, Life Cycle, Path...Unveiling the Intricacies of Leishmania donovani: Structure, Life Cycle, Path...
Unveiling the Intricacies of Leishmania donovani: Structure, Life Cycle, Path...
 
How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17
 
A gentle introduction to Artificial Intelligence
A gentle introduction to Artificial IntelligenceA gentle introduction to Artificial Intelligence
A gentle introduction to Artificial Intelligence
 
3.26.24 Race, the Draft, and the Vietnam War.pptx
3.26.24 Race, the Draft, and the Vietnam War.pptx3.26.24 Race, the Draft, and the Vietnam War.pptx
3.26.24 Race, the Draft, and the Vietnam War.pptx
 
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxAUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
 
Education and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxEducation and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptx
 
Work Experience for psp3 portfolio sasha
Work Experience for psp3 portfolio sashaWork Experience for psp3 portfolio sasha
Work Experience for psp3 portfolio sasha
 
ARTICULAR DISC OF TEMPOROMANDIBULAR JOINT
ARTICULAR DISC OF TEMPOROMANDIBULAR JOINTARTICULAR DISC OF TEMPOROMANDIBULAR JOINT
ARTICULAR DISC OF TEMPOROMANDIBULAR JOINT
 

Afl Modules 1 & 2

  • 1.
  • 2.
  • 3. Activity 1: where are you?
  • 4. Module 1: Assessment Really Can Help
  • 5. Activity 2: What is formative assessment? What is summative assessment?
  • 6. So which is which?
  • 8. L EVEL D ESCRIPTIONS : M USIC Level 1 Pupils recognise and explore how sounds can be made and changed. They use their voices in different ways such as speaking, singing and chanting, and perform with awareness of others. They repeat short rhythmic and melodic patterns and create and choose sounds in response to given starting points. They respond to different moods in music and recognise well-defined changes in sounds, identify repeated patterns and take account of musical instructions. Level 2 Pupils recognise and explore how sounds can be organised. They sing with a sense of the shape of the melody, and perform simple patterns and accompaniments keeping to a steady pulse. They choose carefully and order sounds within simple structures such as beginning, middle, end, and in response to given starting points. They represent sounds with symbols and recognise how the musical elements can be used to create different moods and effects and communicate ideas. They improve their own work. Level 3 Pupils recognise and explore the ways sounds can be combined and used expressively. They sing in tune with expression and perform simple melodic and rhythmic parts. They improvise repeated patterns and combine several layers of sound with an awareness of the combined effect. They recognise how the different musical elements are combined and used expressively and make improvements to their own work, commenting on the intended effect. Level 4 Pupils identify and explore the relationship between sounds and how music reflects different intentions. While performing by ear and from notations, they maintain their own part with awareness of how the different parts fit together and the need to achieve an overall effect. They improvise melodic and rhythmic phrases as part of a group performance and compose by developing ideas within musical structures. They describe, compare and evaluate different kinds of music using an appropriate musical vocabulary. They suggest improvements to their own and others’ work, commenting on how intentions have been achieved. Level 5 Pupils identify and explore musical devices and how music reflects time, place and culture. They perform significant parts from memory and from notations, with awareness of their own contribution such as leading others, taking a solo part or providing rhythmic support. They improvise melodic and rhythmic material within given structures, use a variety of notations, and compose music for different occasions using appropriate musical devices. They analyse and compare musical features. They evaluate how venue, occasion and purpose affect the way music is created, performed and heard. They refine and improve their work. 40 of 59 Music Level 6 Pupils identify and explore the different processes and contexts of selected musical styles, genres and traditions. They select and make expressive use of tempo, dynamics, phrasing and timbre. They make subtle adjustments to fit their own part within a group performance. They improvise and compose in different styles and genres, using harmonic and non-harmonic devices where relevant, sustaining and developing musical ideas, and achieving different intended effects. They use relevant notations to plan, revise and refine material. They analyse, compare and evaluate how music reflects the contexts in which it is created, performed and heard. They make improvements to their own and others’ work in the light of the chosen style. Level 7 Pupils discriminate between and explore musical conventions in, and influences on, selected styles, genres and traditions. They perform in different styles, making significant contributions to the ensemble and using relevant notations. They create coherent compositions drawing on internalised sounds. They adapt, improvise, develop, extend and discard musical ideas within given and chosen musical structures, styles, genres and traditions. They evaluate, and make critical judgements about, the use of musical conventions and other characteristics and how different contexts are reflected in their own and others’ work. Level 8 Pupils discriminate between and exploit the characteristics and expressive potential of selected musical resources, styles, genres and traditions. They perform, improvise and compose extended compositions with a sense of direction and shape, both within melodic and rhythmic phrases and overall form. They explore different styles, genres and traditions, working by ear and by making accurate use of appropriate notations. They both follow and challenge conventions. They discriminate between musical styles, genres and traditions, commenting on the relationship between the music and its cultural context, and making and justifying their own judgements. Exceptional Performance Pupils discriminate between and develop different interpretations. They express their own ideas and feelings in a developing personal style, exploiting instrumental and/or vocal possibilities. They give convincing performances and demonstrate empathy with other performers. They produce compositions that demonstrate a coherent development of musical ideas, consistency of style and a degree of individuality. They discriminate and comment on how and why changes occur within selected traditions, including the particular contribution of significant performers and composers. Unit 4 Module 2: Written feedback Objectives • To recognise the types of written feedback that best help pupils to improve • To focus written feedback on the learning objectives and planned learning outcomes of lessons so that pupils can see the immediate relevance of comments • To develop a strategy to provide written feedback that will better help pupils to improve • To contribute to developing a whole-school policy linking and clarifying the relationship between oral and written feedback
  • 9.
  • 10.
  • 11.
  • 12. You don’t measure the music - you measure the student
  • 13. Bringing Assessment together Formative Summative
  • 14. So what about musical progression?
  • 15. “ For the things we have to learn before we can do them, we learn by doing them” Aristotle
  • 16.
  • 18.
  • 19.
  • 20. T - H - I - N - K
  • 21.
  • 22. How do I see it? T - H - I
  • 23. Targets - How -Involvement Video at http://www.teachers.tv/video/33482
  • 24.
  • 25.
  • 26.
  • 27. Break
  • 28. Module 2: “Making it work for you”
  • 29. Making it work for you How can you get assessment to help you help them to develop as musicians? (And keep what’s left of my sanity!)
  • 30. What’s the problem? “ How do I know or find out what progress looks like in my school for my students so I can set targets that are meaningful to my students
  • 31. THINK: How do I k n ow what works?
  • 32. Methodology: How do we view the learning? Depth of understanding Number of students
  • 33.
  • 34.
  • 35. Activity Detail: How did the activities around this old hammer impact upon the learning of ...(student cases)......... Broad overview: What was the impact of this old hammer on students’ achievement in year 7? What can we do to improve the learning of key concepts and skills through this unit of work? Was the unit a success? Did students enjoy it? Should we prioritise it for updating?
  • 36. THINK: How do I prove it? ...Feedbac k
  • 37. THINK: Product - Process - Person - Environment Evidence can be collected from many sources:
  • 38. Types of evidence Depth of understanding Number of students
  • 39. Patterns in your evidence Maybe Probably Most likely Video Audio Worksheet Interview notes Lesson notes Pictures Feedback forms Logbooks Surveys Questionnaires Spreadsheets Student notes Group worksheets Lesson Plans Mark book Straw Poll Exams Traffic lights Targets Thumbs up/Thumbs down Post its Peer review sheets Mind maps Fish diagrams Venn diagrams Meeting minutes Development plan PMI diagram Ladders of understanding National Data Attainment target levels Evaluation forms Computer files
  • 40. What do I do next?
  • 41.
  • 42.