[Advisory] RE: [Primary] New curriculum signed off
Counsell, Pamela (National Strategies)
Pam.Counsell@nationalstrategies.co.uk
Sat, 28 Nov 2009 11:33:23 -0000
Ray
I appreciate the point. The general AfL guidance covers all the subjects, and APP work started for Primary in English and Maths. It is only for ICT that the APP work has not been covered for Primary - who knows with the Rose review it may be. So QCDA have only done the APP criteria for ICT from level 3 to Level 8. Using the level 3 and 4 standards files has been really useful where Las have done this in Primary schools. My point was that there are not any official QCDA APP criteria for level 1 and 2 or the accompanying standards files.
Also on another point the APP criteria developed for secondary are on the new programme of study, whereas primary are still using the old programme of study - which has some subtle differences - particularly for control and measurement - worth remembering if anyone uses the secondary criteria.
Pam
Pam Counsell
Senior Adviser, ICT, National Strategies, Secondary
National Strategies
-----Original Message-----
From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org] On Behalf Of Ray Tolley
Sent: 27 November 2009 08:34
To: advisory@talk.naace.org; secondary@talk.naace.org
Subject: [Advisory] RE: [Primary] New curriculum signed off
Hi, Pam,
You said, " The APP criteria and standards are only level 3+. Anyone who
puts anything up for level 1 or 2 should not be labelling them APP."
I bow to you greater knowledge but the Assessment for Learning Strategy
document clearly emphasises ' to improve assessment for learning at *Key
Stages 2 and 3* - their emphasis (page 3). Also (on page 9) it states that
'APP materials for Key stages 2 and 3 are available on the Primary and
Secondary Frameworks.' It further states (page 4) that '*every child* knows
how they are doing'.
Repeatedly the document states or implies that APP is a 'whole school'
process or an attitudinal approach to assessment. The Primary timeline
again underlines this and nowhere can I find that teachers at KS2 or
teachers at KS3 dealing with SEN should be using two different approaches.
(The document further states that APP is 'a structured approach to teacher
assessment developed by the QCA')
Pam, I'm not being pedantic. I really want to understand how APP can be
applied as a whole-school approach where pupils may straddle levels 1,2 and
3. Please advise if I'm missing something! Links would be helpful.
Kind Regards,
Ray Tolley FEIDCT, NAACE Fellow, MBILD
ICT Education Consultant
Maximise ICT Ltd
P: http://raytolley.v2efolioworld.mnscu.edu/
B: http://www.efoliointheuk.blogspot.com/
W: http://www.maximise-ict.co.uk/eFolio-01.htm
Winner of the IMS 'Leadership Regional Award 2009'
-----Original Message-----
From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org]
On Behalf Of Counsell, Pamela (National Strategies)
Sent: 26 November 2009 20:07
To: Ian Lynch; Bush Andrew
Cc: ian.lynch@theingots.org; John Wasteney; Susan.Mould@derbyshire.gov.uk;
Kathy.Smedley@longcrest.co.uk; allison.allen@outstream.co.uk;
advisory@talk.naace.org; primary@talk.naace.org
Subject: RE: [Advisory] RE: [Primary] New curriculum signed off
Just a minor clarification, as National Strategies and QCDA seem to be
mentioned interchangeably.
QCDA are the authority which hold the standards. The advisory community
tend to think that APP is National Strategies because this is the
mechanism by which APP has been disseminated through consultant training
and then to subject leaders by the LAs(and yes we have supported QCDA
substantially with this work).
What is important is that APP is a process and not just a set of grids -
they should be used with the handbook and the standards files. QCDA are
the only authority which can say - this is a level 5 etc - this is the
importance of the standards files. When the national strategies have
produced work over the years which has attributed any levels we have
always worked with QCDA.
The APP criteria and standards are only level 3+. Anyone who puts
anything up for level 1 or 2 should not be labelling them APP. They are
assessment outcomes, and putting them as APP will be confusing to
teachers who will assume these are from QCDA.
Pam
Pam Counsell
Senior Adviser, ICT, National Strategies, Secondary
National Strategies
Website: www.nationalstrategies.co.uk
-----Original Message-----
From: advisory-admin@talk.naace.org
[mailto:advisory-admin@talk.naace.org] On Behalf Of Ian Lynch
Sent: 26 November 2009 15:18
To: Bush Andrew
Cc: ian.lynch@theingots.org; John Wasteney;
Susan.Mould@derbyshire.gov.uk; Kathy.Smedley@longcrest.co.uk;
allison.allen@outstream.co.uk; advisory@talk.naace.org;
primary@talk.naace.org
Subject: Re: [Advisory] RE: [Primary] New curriculum signed off
Ian
On Nov 26, 2009 1:09 PM, "Bush Andrew" <Andrew.Bush@sheffield.gov.uk>
wrote:
Ian, you've acknowledged the grids on your site are taken from KS3
Strategy, well in the bits you've choosen to keep match word for word.
Me: Yes, they also have anchors in the html so that people can direct
links directly to specific criteria. The intention is to add
something not in the original, if it was simply to make the original
visible, I would have just made a link. I think you will find quite a
few people reproduce the NC criteria word for word in quite a range of
publications. They are so common that I rarely see acknowledgement of
the source. While in principle the copyright holder could complain I
suppose the reason they don't is that they want people to make
practical use of the things without bogging teachers down in yet more
bureaucracy.
You are breaching copyright. The APP grids for level 3+ are Crown
Copyright. You can reproduce extracts as long as you acknowledge Crown
Copyright. I can't see that acknowledgement on your APPcriteria page.
Me: Well I suppose I can put it there. If the copyright holder
complains I'm quite happy to remove it and simply make a link to the
page but that will be rather less useful for teachers.
All I can see is Copyright yourselves. You are also asked to reproduce
Me: The reason that the copy right attribution is to TLM for content
on the web site is that copyright queries can then refer to one point
and it is standard practice to use this method for sharing resources
under a common license. Again aimed at reducing bureaucracy for
over-worked teachers.
these extracts accurately. As John mentioned you've changed the grids
from level 3+:
Me: As I said I'm happy to remove it if the copyright holder
complains. I think you will find at least one LA that has done the
same. I could be wrong but my dealings with QCDA lead me to believe
they want to encourage use of APP methods so I'll wait for them to
tell me otherwise. I have meetings with them soon so I can ask them.
"What appear to be missing on the version referred in this thread are,
in my view, the most crucial...
I agree totally with John, it is the most crucial statement. I've spent
years talking to Primary schools about assessing ICT capability and
stressed this point every time. You can't say a child is at level x
based on a single piece of work it is about a holistic view.
Me: Where did I ever say this was based on a single piece of work? I
can't see how you would interpret APP methods in that way. If you
understand the QCF and the national occupational standards you will
know that the criteria are tools to make holistics judgements about
learning objectives usually in more than one context. That is why a
range of context examples is provided with the units. Of course we
have to trust the professional judgements of teachers to an extent.
Don't get me wrong, it is good that you are sharing what you can with
the community but it does need to be your to share. If it isn't yours
then copyright and/or source need acknowledgement.
Me: Ok, I'll acknowledge the source, my aim is to please :-)
--
Andrew Bush
Senior Consultant ICT
Sheffield Learning and Achievement Service
Telephone : 0114 2930971
Mobile: 07753904612
Skype: andybush
-----Original Message----- From: Ian [mailto:ian.lynch@theingots.org]
Sent: 26 November 2009 07:18...
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