Stage 1: Identify the skill and predict the required entitlement vocabulary
Stage 2: Alert students to the entitlement vocabulary through varied activities
Stage 3: Embed the entitlement vocabulary to the point of confident ownership Design and lead on a formative assessment task
Stage 4:
Entitlement vocab Empowering students to comprehend have ownership of and effectively apply ‘entitlement vocabulary.’ Outstanding (1) Good (2) Requires Improvement(3) Inadequate (4) A B C D During early lesson planning stages the teacher The teacher identifies from the The teacher does There is some evidence that the identifies precisely the skill they intend to master SoW outline the overriding skill demonstrate they have teacher recognises there is a skill with the students. They have an appreciation of students need to master. They identified a key skill to be to be mastered during the learning how this skill will enable students to be successful design varied learning activities mastered. Learning journey however the learning learners within their subject area. Highly engaging and assessment tasks around activities and assessment activities designed during the learning activities and initial assessment the assessment criteria and the tasks do support the planning stage do not seem to milestones designed to embed this skill are general needs of students in mastering of this skill effectively support the mastering consciously shaped around the agreed assessment the group. There is clear however they are at times of this skill. This is because the criteria and needs of all individuals being taught. In evidence that the teacher has too generalised and as a learning activities planned are addition to this the teacher has an inherent considered the language result do not actively either mundane, repetitive and/or awareness of the value of an associated core students require in order to engage students. Language have limited relevance to the vocabulary. It is apparent they have considered successfully communicate their does not seem to have assessment criteria. In addition to the language required in order for students to be understanding. A list of been seriously considered the lack of awareness regarding able to access the skill on a more meaningful level entitlement vocabulary that during the planning stages. the assessment criteria there is and a list of entitlement vocabulary that confirms will enable students to There is evidence of a pre-‐ also a distinct lack of awareness of high expectations has been decided prior to the successfully convey their decided list of entitlement the importance of the language delivery of the learning journey. understanding is decided prior vocabulary however this required in order for students to to the delivery of the learning does not seem to have any be able to access the skill on a journey. bearing on the learning more meaningful level. There is no activities that feature in evidence that a list of entitlement the lesson. vocabulary has been decided prior to the delivery of the learning journey. The verbal introduction is well timed and During the opening of the The teacher explains what There is a lack of clarity during the effectively executed resulting in all students being lesson students gain clarity students will learn introductory phase and the pro-‐ fully engaged. The precise nature of the regarding the skill they will however this is drawn out longed delivery results in students explanation ensures all students have clarity master as a result of the well-‐ and student engagement dis-‐engaging. Due to a lack of regarding the skill they are to master and how this considered teacher wanes. Learning activities consideration during the planning skill will be assessed. The teacher delivers a series introduction. A variety of and assessment tasks do stages the mundane repetitive of highly engaging learning activities that learning activities that support the mastering of tasks implemented continue to systematically develop the agreed skill and ensure progressively develop the skill this skill however they are prevent students actively engaging progressive development of the decided are apparent. There are at times misguided in with their learning. The lack of entitlement vocabulary. This is achieved by specific references to the terms of pitch and as a consideration regarding the value selecting and utilizing highly appropriate entitlement vocabulary during result do not actively of language results in students kinesthetic, visual and auditory resources. Visual these activities and a variety of engage students. communicating on a simplistic depiction of words and verbal and auditory visual, verbal and auditory Entitlement vocabulary is level and does not enable them to overlearning of words provides all students with memory hooks are evident. It apparent within these develop their vocabulary at all. an increasing and richer language with which to is apparent most students’ activities however no communicate. The resources carefully and skillfully language is improving as they specific reference is made build the students understanding of the skill begin to explore how they can to it and so students learn through an empowering process of language use entitlement vocabulary to these words by rote rather exploration and discovery. communicate their than through independent understanding of the skill. exploration. This results in limited new vocabulary being retained. Effective assessment of a variety of concise The assessment tasks The teacher does assess Assessment of preliminary tasks activities completed in the alert stage ensures that completed in the alert stage of the concise learning completed during the alert stage is the teacher is confident that students are familiar activities completed during at best superficial and at times the lesson are effectively with how to apply the skill and how to utilize the alert stage of the completely overlooked. As a result assessed and enable the newly acquired words. They expertly design and lesson however the the teacher is unable to accurately teacher to determine the level lead on an embedding task that enables students marking is not used to identify the students’ level of of student understanding. The to apply the skill and put the entitlement inform the creation of the understanding of the skill being teacher utilizes this knowledge formative assessment task. mastered or language being used. vocabulary into context. It is apparent from the students’ engagement with the assessment task Most students attempt the This results in them setting a to create a formative that they are able to utilize the entitlement task however due to the formative assessment that only assessment task that enables vocabulary to evidence their understanding. In disjointed nature of the some students can attempt. students to apply and embed rare cases where clarification is required the previous tasks they are not Students who require clarification the skill and entitlement teacher manages this effectively and subtly overly successful in their are not managed appropriately vocabulary. There is deploying a range of pre-‐planned resources that application of the skill or and as a result disengage engagement with the task and will support. Due to exceptional confidence levels utilization of the completely and are unable to most students utilize the there is an absolute willingness and desire to entitlement vocabulary. As sustain focused learning publically share the formative assessment a result only a few resilient behaviour. vocabulary to evidence their outcomes. learners are willing to understanding. The teacher is share the outcome aware where students need produced. clarification and spontaneously supports where necessary. Many of the students are willing to share final outcomes. During the completion of the agreed formative
The teacher assesses the
During the completion of
The teacher intervention, during
Assess the understand ing of entitlement vocabulary and adjust the learning journey accordingly . Quality of support offered by teacher during course of formative assessment learning experience
assessment task the teacher offers prompt and accurate feedback. The brief written or verbal feedback is provided as students undertake the task. The teacher is highly effective in moving around the room and highlighting successful implementation of the focused skill and utilization of the entitlement vocabulary. The teacher makes insightful decisions regarding when to publically recognise and utilise excellent achievements to support others. The teacher draws on specific examples and the verbal commentary benefits all. Where there is evidence of misinterpretations or progress not being sustained the teacher effectively intervenes. Where necessary they confidently resume whole class teaching clarifying the skill or vocabulary to sustain progress.
completion of the formative assessment while students complete the task. The teacher accurately monitors progress at all times and does draw out successful implementation of the skill and engagement with the entitlement vocabulary. They also intervene where progress is not sustained; interventions tend to be at individual level rather than whole class.
Stage 5: Empower independe nt application of entitlement vocabulary through a summative assessment task that increases in cognitive demand Quality of support offered by teacher during source of summative assessment learning experience.
The teacher precisely and enthusiastically introduces the final summative assessment. Clarity regarding the final outcome is as a result of expert modelling in various forms. This includes an inspirational pre-‐planned model. During the deconstruction stage the teacher expertly draws on the assessment criteria clarifying the learning process required in order to achieve something of this standard. Entitlement vocabulary is also identified and its impact fully explained. If appropriate the teacher also expertly demonstrates in ‘real time’ a further outcome explaining the cognitive processes involved in constructing the piece. Highly successful collaborative learning is also a feature. Only once complete clarity is evident does the teacher allow students to complete the summative assessment. When questioned students are able to clearly articulate decisions they have made and coherently verbalise the process of their thinking. The final outcome reveals a highly sophisticated, individualistic take on the task and is evidence of significant progress.
The teacher clearly introduces the final summative assessment. Modelling is used as a tool to enable students to have a clear sense of what the final outcome should look like. A pre-‐planned model is utilized and deconstructed in such a way that students are able to replicate a final outcome of a similar standard. The teacher does make reference to the entitlement vocabulary and how this benefits the response. There is also evidence of real time modelling to further clarify the expected outcome. The teacher plans and manages an appropriate collaborative learning task that builds on the prior learning achieved during the ‘modelling’ tasks. The final written or practical outcome produced by students is of a very good quality. Students are able to discuss their individual learning journey with a particular emphasis on the creation of the final outcome.
the formative assessment task teaching interventions enable students to make at least satisfactory progress. The commentary is positive but not always specific enough. Students appreciate being highlighted however they struggle to fully appreciate how the strengths in the piece link to the marking criteria. There is little reflection on the language they are using or how this supports implementation of the skill. Due to the generalised nature of the feedback/intervention there is limited progress made as a result of this assessment process. The teacher attempts to explain the demands of the summative assessment task and produces a pre-‐ prepared outcome however its impact is limited due to the teacher’s lack of knowledge regarding the assessment criteria and their disregard for the value of the entitlement vocabulary. The teacher attempts to deconstruct the model however this is carried out superficially with limited impact. There is evidence of a planned collaborative task however only some students are engaged. As a result students complete a final outcome of satisfactory standard. There is a limited knowledge of the skill, and a minimal use of entitlement vocabulary to communicate understanding. Students can talk on a basic level about how previous learning activities have supported the completion of the final outcome however this limited understanding and lack of ownership over the final outcome suggests learning by rote.
completion of the formative assessment task, is not effective in enabling students to make progress. The majority of students do not feel valued and support enables only a minority to feel they are achieving. The teacher does not offer specific enough feedback when highlighting students work and students feel irritation that their work has been interrupted. There is no reference to the vocabulary used or how this enables students to successfully implement the skill. The teacher fails to monitor student progress accurately and tasks are allowed to persist for long periods of time with no effective teacher intervention. As a result students make little or no progress. The teacher does not explain with any clarity the requirements of the summative assessment task. They do not produce a pre-‐prepared model of the expected outcome. This hampers students understanding as they are unable to ‘see’ the final outcome. Due to the lack of a model students are attempting to complete outcomes by ‘guessing’ what they should look like. There is also no evidence of a planned collaborative learning task. The final outcome produced by students demonstrates a lack of progress. The students demonstrate a very limited understanding of the skill and lack the ability to communicate using a developed vocabulary. Students are unable to discuss their individual learning journey or make links with the previous learning activities carried out. As a result progress is below the expected standard.