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Advantages
of Using AfL Process


Step One

Identifying the Unit to be Taught


Step Two

Teaching
the Unit


Step Three

Assessment Against the Learning

Step Four
Creating the Next Overview of Learning for the Next Unit

Assessment for Learning
(AfL)
to Inform Planning 

Step Five
At the End
of Unit 3

 

Examples

Pre-populated Overview Sheets
for all units in all blocks: yrs 1-6

 

 

The advantages of Using AfL Process

  1. The outcome of a unit will inform the teaching in the next unit.
  2. The annotations reflect the needs of individuals and the class as a whole.
  3. The completion of the overviews can inform report writing if conducted rigorously and effectively enough.

Step One – Identifying the Unit to be Taught

  • Populate the front overview sheet of a unit eg Year 1 Block A Unit 1, by copying and pasting to ensure that the learning objectives, vocabulary, prior learning, etc. is completed. (CLICK  hyperlink to show demo)
  • Identify any interventions to support inclusion.

Step Two – Teaching the Unit

(See example Y1 or Y3 ‘A’)

  • Teach the unit of work.
  • Ensure that the learning taking place caters for the needs of the children. Identify through highlighting and annotating areas which may not be covered in the Unit 1 whilst teaching. (Eg weight).

Step Three – Assessment Against the Learning

(See example Y1 or Y3 ‘B’)

  • During and at the end of the unit of work use the information gained from assessing the children’s understanding through their responses, work outcomes, ability to apply the taught skills etc. to annotate the overview of learning by a traffic light system.
    • Green indicates that the majority of the children are secure in the learning objective.
    • Yellow (or orange) indicates that some (1/2 to  2/3) of the class are sound in their understanding.
    • Red/Pink indicates that the majority of the children (65% or more) did not achieve the learning objective.
  • To address inclusion particular children’s initials can be annotated to highlight specific learning needs and outcomes from the teaching the unit. For example, Wave 2 and 3, EAL, gifted etc.
  • Highlight targets to reflect understanding of the majority of the class.

Step Four – Creating the Next Overview of Learning for the Next Unit

(See example Y1 or Y3 ‘C’)

  • Populate the new learning objectives and vocabulary to take place in Block A Unit 2.
  • In the prior learning section, populate the information from the previous Unit’s assessment outcomes by copying and pasting the learning which needs to take place again. Identify this as yellow/orange (simmering/’on the boil’ learning) and red/pink (key learning) sections.
  • Once the new prior learning box has been completed for the next Unit it can inform the planning in Step One when the unit is revisited the next time.
  • Repeat steps one to five for Units 1 – 3.

Step Five – At the End of Unit 3

(Summer term)

  • When Unit 3 is completed in each Block, teacher assessment can now inform the next teacher of the needs of the class by pre-populating the next overview of learning for the first unit of the autumn term.
  • The overview sheets from Unit 3 and the new pre-populated Unit 1 for the next year can then be used to inform the next year’s planning and inform report writing.

Examples

 Example of AfL at Year 1 Block C1

Year 1 Block C1 Overview 'A'

Year 1 Block C1 highlighted example of AfL 'B'

Year 1 Block C2 Overview with AfL 'C'

 Example of AfL at Year 3 Block E1

Year 3 Block E1 Overview 'A'

Year 3 Block E1 highlighted example of AfL 'B'

Year 3 Block E2 Overview with AfL 'C'