Assessing the Cross Curricular Skills (Key Stage 3): Draft Guidance for Teachers. Communication Using Mathematics Using ICT

Transcription

1 Assessing the Cross Curricular Skills (Key Stage 3): Draft Guidance for Teachers Communication Using Mathematics Using ICT

2 Contents Contents Introduction 1 General guidance on using cross curricular skills tasks 3 Communication Tasks 7 Communication Task 1: Group Discussion 8 Communication Task 2: Making Notes 13 Communication Task 3: Produce a Flyer 18 Using Maths Tasks 23 Using Maths Task 1: Investigation/Survey 24 Using Maths Task 2: Measuring 30 Using Maths Task 3: Read and Interpret 35 Using ICT Tasks 41 Using ICT Task 1: Image Manipulation 42 Using ICT Task 2: Presentation 48 Using ICT Task 3: Research 53 Assessing the Cross Curricular Skills: Draft Guidance for Teachers 2

3 Introduction Cross Curricular Skills Introduction All subject strands/areas of Learning have a statutory requirement to provide opportunities for pupils to acquire and develop the cross curricular skills (CCSs) of Communication, Using Mathematics and Using ICT. It is the responsibility of every teacher in every subject to ensure that the CCSs are promoted and developed as part of learning and teaching within their subject. The cross curricular skills are clearly visible in the statutory Learning Outcomes for each subject at Key Stage 3. By June 2009, schools will be required to report on the cross curricular skills. By June 2010, schools will be required to assess and report with reference to the levels of progression. It is not a requirement for all teachers to assess and report with reference to the levels of progression. Schools will have flexibility to coordinate and manage reporting and assessment requirements in a way that suits their own circumstances. For further information on coordinating and managing assessment and reporting, see section below on Assessing and Reporting on the CCSs with Reference to Levels. Further guidance, training and support will be provided to schools, along with exemplification of pupil work, well in advance of June 2010 About this booklet The booklet contains nine exemplar tasks, three for each of the cross curricular skills (CCSs) of Communication, Using Mathematics and Using ICT. These tasks aim to help all teachers promote and develop the CCSs in the context of their own subject; they are not intended to be used as tests, isolated from on going learning and teaching. For teachers who will have a role in assessing and reporting with reference to levels, this booklet is also intended as an introduction to help them begin to judge pupil performance. Teachers may use the exemplars here as templates to develop tasks in the contexts of their own schemes of work or they can contextualise the exemplars to suit the abilities and interests of pupils within their subject. A bank of on line assessment tasks and exemplar pupil work will be developed over the next few years to cover the range of levels of progression in all the cross curricular skills. There will be variety of assessment tasks, including: generic examples that teachers can drop in to their own subject contexts; and examples involving collaborative activities within/across a number of Areas of Learning. Role of the Teacher When considering a pupil s progress and achievement in a cross curricular skill, teachers will use the level descriptions and their professional judgement to make a holistic, best fit decision. This judgement is likely to be based on observation of the pupil over a period of time and in a range of contexts, rather than on a single piece of work produced as confirming evidence. This is because it is unlikely that a single piece of work will provide pupils with the opportunity to demonstrate their breadth of achievement within the skill. It will also be important to retain selected examples of work and records of assessment. These will be necessary to support the level judgements assigned to each pupil, and for standardisation within and between Areas of Learning. Assessing and Reporting on the CCSs with Reference to Levels Across Key Stage 3, a minimum of two Areas of Learning should coordinate and report a level for Communication, and Using Mathematics. In order to build on the experience and established practice of the CCEA IT accreditation scheme, it is proposed that a minimum of two Areas of Learning each year be involved in coordinating and reporting a level for Using ICT. Experience has further indicated that delivery of ICT is most successful when departments rotate responsibility for its assessment. As confidence and practice grow, schools will be encouraged to review and broaden responsibility for assessing and reporting in levels in order to build expertise and to help pupils see the transferability of their skills across the curriculum. A variety of approaches that may help to do this follows.. Assessing the Cross Curricular Skills: Draft Guidance for Teachers 3

4 Introduction Approaches to Key Stage Assessment Schools may have different reasons for deciding which subjects have responsibility for assessing each of the cross curricular skills. Reasons to inform choices may include: Most natural links between subjects and skills subjects assume responsibility for skills which are most relevant to their subject/schemes of work Timing skills are covered at particular times of year to harmonise with: on going subject work, events and activities, school calendar, etc. Spreading the load amongst subjects every subject assesses and reports with reference to the levels at least once for a year group across the key stage Subject clustering each skill is allocated to a particular group of subjects Developing expertise a lead subject, in collaboration with another, takes responsibility for reporting on a particular skill from Year 8 through to Year 10. Guided pupil selection pupils are guided to select appropriate examples of work which show their competence in a CCS Schools will have flexibility to decide which subjects assess each of the cross curricular skills and when to assess. Decisions such as how cross curricular skills are overseen and coordinated across the curriculum will be made at the discretion of the school. Assessing the Cross Curricular Skills: Draft Guidance for Teachers 4

5 General Guidance on Using Cross Curricular Skills General Guidance on Using Cross Curricular Skills Tasks Statutory Assessment Schools will report on cross curricular skills annually. See also: Progression in Communication across the curriculum; Progression in Using Mathematics across the curriculum; and Progression in Using ICT across the curriculum. These documents outline the different components of the cross curricular skills and set out progression from Level 1 to Level 7. In each document, components of the skills are listed on the left hand side of the page as bullet points. To guide teachers in using the documents, the components are colour coded so that progression can be tracked across the levels. Benefits of Using the Tasks Cross curricular skills that arise naturally in many subjects can be developed. Subject Knowledge and Understanding can be enhanced when carrying out the tasks. The tasks are provided as examples of how the cross curricular skills may be assessed. Teachers may use these exemplars as templates to develop and modify their own CCSs tasks. They can be used to promote innovation and encourage professional development. Selecting a Task Teachers should use tasks: which sit comfortably within planned units of work; which are relevant to their subject and; with which they feel confident. Structure of the Tasks All of the tasks follow a common structure: an outline of the activities involved in carrying out the task, a breakdown of the sequence in which the activities can be followed, and a section on making a judgement. Within the making a judgement section details of the CCSs components for levels 3 6 relevant to the task have been taken from the documents Progression in Communication across the curriculum; Progression in Using Mathematics across the curriculum; and Progression in Using ICT across the curriculum. Following this are suggestions of what to look for in terms of pupil attainment at each level. Approach Communication Each Communication task will draw in some way on the three aspects of Communication (Talking and Listening, Reading, and Writing). It is practical to use one of these three aspects as an explicit focus in any Communication task. However, a level awarded for a task will be a holistic Communication level; not a discrete level for Talking and Listening, Reading or Writing. Pupils must take part in a Talking and Listening activity, a Reading activity and a Writing activity in order to be awarded a holistic level for a Communication. In each Communication task, one coloured bullet point from the components of Communication, as noted in Progression in Communication across the Curriculum, has been identified as being central to that particular task. When assigning a level, this colour can be tracked through the levels. Using Mathematics Using Mathematics focuses on how pupils apply their mathematical knowledge and skills appropriately in a variety of contexts. Ideally, these should be relevant real life situations that require a mathematical dimension. Therefore, each task addresses not just what pupils know, but also how they are able to use their knowledge appropriately and accurately. Using Mathematics includes a number of aspects focusing on knowledge and concepts such as Number and Algebra; Shape, Space and Measures; and Handling Data. Each Using Mathematics task is likely to draw on one or more of these aspects of Using Mathematics. When teachers are using or developing their own Using Mathematics tasks, it may be most practical to use only one of these aspects as an explicit focus in a particular task. However, the level awarded will be a holistic Using Mathematics level, not a discrete level for one of the aspects. Therefore, evidence for the best fit to a level may be drawn from a range of tasks, or from various parts of a task. Using ICT Each Using ICT task is likely to draw on one or more of the five components of Using ICT: Explore, Express, Exchange, Evaluate, Exhibit. When teachers are using or developing their own Using ICT tasks, it may be most practical to use only one of these five components as an explicit focus in a particular task. However, the level awarded will be a holistic Using ICT level, not a discrete level for one of the five components. Therefore, evidence for the best fit to a level may be drawn from a range of tasks, or from various parts of a task. Making a Judgement In all cases, the principle of best fit applies. It may well be the case that in a given task a pupil will perform well in certain aspects and less well in others. When deciding that pupil s attainment in a skill, it is likely that the decision will be based on best fit, rather than a precise checklist. Assessing the Cross Curricular Skills: Draft Guidance for Teachers 5

6 General Guidance on Using Cross Curricular Skills Prior Learning Each task has further details of the prior learning necessary for pupils to be able to undertake the task. In planning when to carry out a cross curricular skills task, teachers may need to establish when and where prior learning has already taken place by liaising with colleagues in other subjects. Assessing the Cross Curricular Skills: Draft Guidance for Teachers 6

7 Communication Tasks Talking and Listening Writing Reading Assessing the Cross Curricular Skills: Draft Guidance for Teachers 7

8 Communication Task 1: Group Discussion Communication Task Outline: Group Discussion Cross Curricular Skill: Communication Assessment Focus: Talking and Listening Assessment Task Participate in a group discussion based on stimulus text(s)* *Note on texts Texts refers to ideas that are organized to communicate and present a message in written, spoken, visual and symbolic forms. Requirement central to task This statement comes from the document Progression in Communication across the curriculum Pupils should be enabled to contribute comments, ask questions and respond to others points of view. Task Outline Reading pupils read stimulus text(s) for meaning and understanding. Writing pupils make notes on the text(s) they have read. The activities above can run simultaneously. They support the Talking and Listening activity below. Talking and Listening pupils contribute to a group discussion. Approach This Communication task comprises three separate but linked activities. In this particular Communication task, the focus is Talking and Listening. The two contributing activities, one for Reading and one for Writing, support the Talking and Listening activity. Pupils must engage in all three activities in order to be awarded a level in Communication. The level awarded to a pupil will be a Communication level with a focus on Talking and Listening. In this Communication task, Reading is the starting point. The Reading activity consists of interpreting the stimulus text(s), chosen by the teacher. Whilst the Reading activity alone will not result in a level, it will inform the group discussion and will therefore contribute to the level awarded for Communication with a focus on Talking and Listening. The Writing activity, which consists of pupils making notes, gives pupils an opportunity to clarify and record ideas about the stimulus text(s). Whilst the Writing activity alone will not result in a level, it will prepare pupils for the group discussion and will therefore contribute to the level awarded for Communication with a focus on Talking and Listening. The Talking and Listening activity of a group discussion is the assessment focus. All pupils* should therefore be awarded a level for their involvement in group discussion. This level will be a Communication level with a focus on Talking and Listening. * Teachers may need to consider classroom management of the activity. Prior Learning Reading Details of prior learning for each of these Writing three activities can be found in Sequence of Talking and Listening task on pages 6 7. Assessing the Cross Curricular Skills: Draft Guidance for Teachers 8

9 Communication Task 1: Group Discussion Sequence of Task Focus Process of Task Reading (the Reading and Writing activities can run simultaneously) Stage 1 Individually, pupils read stimulus text(s), chosen by the teacher Prior Learning Encourage pupils to consider questions such as: Connecting the Communication activities This should include opportunities for pupils to read and explore different types of text, e.g. print, photographs, advertisements, cartoons, etc. Pupils should have opportunities to show understanding of messages and how they are conveyed, e.g. use of language, visual image and structure for purpose and audience. How well do I pick up on key information and meaning? How well do I understand the way that the writer uses language? What do I understand about the link between language, purpose and audience? Do I understand the way that fact and opinion have been used? What can I say about the visual aspects of the text? What can I say about the way that language and visuals work together? The stimulus text(s) will provide a basis for group discussion. The Writing activity of making notes about the texts will help pupils to process ideas prior to group discussion. The Reading activity alone will not result in a level. Writing Stage 2 Writing notes Prior Learning Encourage pupils to consider questions such as: Connecting the Communication activities This should include opportunities for pupils to experiment with a range of note making forms e.g. mind maps, lists, bullets, tables, etc. What is an appropriate form for my notes? Have I recorded the key messages? Have I noted my response to the key messages? How can I use colour, highlighting, symbols, etc to enhance the quality of my note making? Are my notes legible and organised? How is making these notes helping me to prepare for the group discussion? Writing notes will help pupils to process the texts they are reading and interpreting. This will inform their contributions to group discussion. The Writing activity alone will not result in a level. The Reading and Writing activities will help to prepare pupils for the Talking and Listening activity. Assessing the Cross Curricular Skills: Draft Guidance for Teachers 9

10 Communication Task 1: Group Discussion Talking and Listening Stage 3 Group discussion Prior Learning Encourage pupils to consider questions such as: This should include opportunities to contribute in group discussions and to develop an awareness of group interaction and of the functions of various group participants e.g. Chair, note taker, contributor. Pupils should have opportunities to demonstrate listening skills and to acquire and use vocabulary appropriate to subject context. How can I contribute most effectively in discussion? How can I effectively use my notes in discussion, rather than just reading them out? How can I explain my ideas most effectively? Which words and phrases, specific to the topic, do I need to use? What is the right tone of voice for me to use? How should I respond to opinions different from mine? A Communication level is assigned on the completion of the three activities. The level assigned is a Communication level with a focus on Talking and Listening. Assessing the Cross Curricular Skills: Draft Guidance for Teachers 10

11 Communication Task 1: Group Discussion Making a Judgement A Communication level for this task is assigned with reference to the statutory level descriptions for Talking and Listening (see the document Progression in Communication across the Curriculum). All of the bullets for any given Talking and Listening level should be considered when assigning a level. The statutory level descriptions which are central to this task are printed below in bold. Additional non statutory guidance for these level descriptions follows beneath. Pupils can Level 3 Level 4 Level 5 Level 6 Contribute comments, ask questions and respond to others points of view. General characteristics (non statutory guidance) follow the main points of discussions and make contributions that show understanding; make comments and ask questions about what they hear. make relevant contributions to discussion; respond appropriately to others points of view. ask questions to explore and develop ideas, justify and challenge ideas and opinions. put in words their understanding of others ideas, showing sensitivity. Pupils What to look for Contribution Choice and use of vocabulary Interaction Level 3 Level 4 Level 5 Level 6 As previous Level plus: As previous Level plus: stay focused on task; keep discussion going; develop points, with question others to clarify prompting; points; talk in complete sentences; begin to challenge; make contributions during discussion; listen to others and comment on their ideas; As previous Level plus: summarize points made by others, at appropriate times; offer examples to illustrate others ideas; show sensitivity to all members in a group; encourage others to contributes by making positive comments; Level 3 Level 4 Level 5 Level 6 infrequent contributions to regular contributions; frequent contributions; active involvement; discussion; valid points; ideas drawn out; a range of information used points made but not developed; reasons being given for their to explain and support their limited response to others opinions; ideas; contributions; some attempt to use appropriate vocabulary; common words and phrases used effectively; an attempt to explain views; contributions made voluntarily; pupils asking questions; words used appropriately to convey information, ideas and opinions; use of words appropriate to audience and purpose; ideas and opinions articulated in a positive way words used in an appropriate way to support the development of ideas; words/phrases specific to the topic used appropriately; reasons given for opinions; challenge of others ideas and opinions by asking appropriate use of words that demonstrates a clear grasp of ideas and opinions; clear and logical explanation; tact when addressing differences of opinion; Assessing the Cross Curricular Skills: Draft Guidance for Teachers 11

12 Communication Task 1: Group Discussion speakers being allowed to finish. during discussion; appropriate tone of voice when responding to varying points of view. questions; positive response to varying points of view; appropriate tone of voice maintained when there are differences of opinion. positive contribution to group dynamics. Assessing the Cross Curricular Skills: Draft Guidance for Teachers 12

13 Communication Task 2: Making Notes Communication Task Outline: Making Notes Cross Curricular Skill: Communication Assessment Focus: Reading Assessment Task Read and demonstrate understanding of a text* by making notes Requirement central to task This statement comes from the document Progression in Communication across the curriculum Pupils should be enabled to read a range of texts* for information, ideas and enjoyment *Note on texts Texts refers to ideas that are organized to communicate and present a message in written, spoken, visual and symbolic forms. Task Outline Approach Reading pupils read a text provided by the teacher. The understanding that comes from reading the text can be developed and demonstrated by carrying out the activities below. Talking and Listening in pairs, pupils work together in discussion to develop their understanding of the text. Writing Having talked about the texts, pupils (individually) make notes to evidence their understanding of the text. These notes are submitted to the teacher for assessment. This Communication task comprises three separate but linked activities. In this particular Communication task, the focus is Reading. The two contributing activities, one for Talking and Listening and one for Writing, support the Reading activity. Pupils must engage in all three activities in order to be awarded a level in Communication. The level awarded to a pupil will be a Communication level with a focus on Reading. In this assessment task, Reading is the starting point. The Reading activity involves pupils reading and responding to a stimulus text provided by the teacher. Making notes to demonstrate understanding is the assessment focus. The nature and content of pupils notes will depend on the type of text provided by the teacher and the purpose of the reading, as directed by the teacher. A level is awarded for each pupil s response, as developed during the Talking and Listening activity and evidenced through the Writing activity. In the Talking and Listening activity of a paired discussion, pupils consider and evaluate the main points and the vocabulary used in the text. Whilst the Talking and Listening activity alone will not result in a level, it will develop pupils understanding of the text and will therefore contribute to the level awarded for Communication with a focus on Reading. In the Writing activity, pupils make notes to evidence their understanding of the text that has been read. Evidence of pupils understanding depends on their ability to organise ideas and convey them concisely in note form. Whilst the level awarded for this task does not focus on Writing, the Writing activity provides the evidence needed for teachers to award a level for Communication with a focus on Reading. Prior Learning Reading Details of prior learning for each of these three Talking and Listening activities can be found in Sequence of Task Writing on pages Assessing the Cross Curricular Skills: Draft Guidance for Teachers 13

14 Communication Task 2: Making Notes Sequence of Task Focus Process of Task Reading Stage 1 Read Text Prior Learning Encourage pupils to consider questions such as: Connecting the Communication activities Pupils should have opportunities to explore different types of texts for different purposes and audiences, e.g. print, photograph and moving image. Pupils should have opportunities to evaluate, select and prioritize key points and to identify and comment on key messages and inference. Why am I reading this text? What is the intended audience and purpose of this text? What are the key points in the text? Are there underlying messages? What issues arise from the key points? What is my personal response to what has been read? Understanding in Reading must be demonstrated in order to award a level for Communication with a focus on Reading. The Talking and Listening and Writing activities provide both a means by which pupils can develop their understanding and an outcome which demonstrates understanding for the purpose of assessment. The Reading activity alone will not result in a level. Talking and Listening Stage 2 In pairs, pupils discuss the main events or ideas in a text. In pairs, pupils agree on and highlight key words, phrases and points in the text. They may also identify difficult vocabulary and discuss alternative wording that could be used in their notes to demonstrate understanding. Prior Learning: Encourage pupils to consider questions such as: Connecting the Communication activities This should include opportunities to contribute in group/paired discussions and to develop an awareness of effective personal interaction. Pupils should have opportunities to demonstrate listening skills and to acquire and use vocabulary appropriate to subject context. They should also have opportunities to explain responses to text. How can I contribute most effectively in discussion? How can I explain my ideas most effectively? Which words and phrases, specific to the topic, do I need to use? What is the right tone of voice for me to use? How should I respond to opinions different from mine? How can I use and read body language? The Talking and Listening activity gives pupils an opportunity to engage actively with the Reading text, to talk through their ideas and to have these ideas informed by another perspective. The Talking and Listening activity alone will not result in a level. Assessing the Cross Curricular Skills: Draft Guidance for Teachers 14

15 Communication Task 2: Making Notes Writing Stage 3 individually, pupils demonstrate their understanding of the text in the form of notes. Prior Learning Encourage pupils to consider questions such as: This should include opportunities to write in a manner which is clear, organized, legible and concise. It should also include opportunities to experiment with a range of note making forms such as bullet points, mind maps, tables, etc. Have I chosen an appropriate form for my notes? Am I including all the information I need? Am I demonstrating understanding? Am I using language to convey clearly my understanding of the text? Are my ideas sequenced logically? Do my notes clearly demonstrate my understanding of the text and the issues around it, as directed by my teacher? The writing activity provides evidence for the teacher as to how well the pupil has understood the text, having read and discussed it. A Communication level is assigned on the completion of the three activities. The level assigned is a Communication level with a focus on Reading. Assessing the Cross Curricular Skills: Draft Guidance for Teachers 15

16 Communication Task 2: Making Notes Making a Judgement A Communication level for this task is assigned with reference to the statutory level descriptions for Reading (see the document Progression in Communication across the Curriculum). All of the bullets for any given Reading level should be considered when assigning a level. The statutory level descriptions which are central to this task are printed below in bold. Additional non statutory guidance for these level descriptions follows beneath. Pupils can: Level 3 Level 4 Error! Not a valid link. Error! Not a valid link. Read a range of texts for understand, sequence understand, identify and information, ideas and enjoyment and paraphrase main points and information. summarize main points or ideas. understand, identify and summarize details, processes, main points or ideas. identify how main points, details, processes or ideas are organized and developed. General Characteristics ( non statutory guidance) Pupils Level 3 Level 4 Error! Not a valid link. Error! Not a valid link. As previous Level plus: find most of the main points; chose and use an appropriate form for note making; identify a limited number of the main points of the text; make some basic assumptions based on the text; use a given form to make notes; As previous Level plus: select appropriate main points and detail; make some links within notes, as appropriate; draw appropriate conclusions from the text; As previous Level plus: structure notes effectively; develop notes to demonstrate thinking; What to look for Understanding the key points some words that are not key; phrases copied directly from text; Understanding issues simple point of view related to issues around the text; tell the difference between main points and less important points; pupil s own wording along with key words from text; straightforward development of one or two of the key points; some understanding of notes that are fit for purpose; development of a number of key points; detail sufficient to demonstrate some thinking; consideration of concise use of vocabulary; reasoning illustrated by detail and example; exploration of key points; considered opinion; Assessing the Cross Curricular Skills: Draft Guidance for Teachers 16

17 Communication Task 2: Making Notes Personal response limited personal response to the text; identification of ideas which are stated explicitly in the text. underlying messages; straightforward response to key points; predictable response. different perspectives; evidence of pupil s questioning key points and issues; personal response to key points informed by experience. some evidence of conventional opinions being challenged; an imaginative perspective. Assessing the Cross Curricular Skills: Draft Guidance for Teachers 17

18 Communication Task 3: Produce a Flyer Communication Task Outline: Produce a Flyer Cross Curricular Skill: Communication Assessment Focus: Writing Assessment Task Produce a flyer to promote a product, service or event. Requirement central to task This statement comes from the document Progression in Communication across the curriculum Pupils should be enabled to develop, express and present ideas in a variety of forms and formats, using traditional and digital resources, for different audiences and purposes. Task Outline Reading pupils read and analyse promotional material relevant to the subject, looking at structure, organisation and visual impact. Talking and Listening pupils contribute to a group discussion about the promotional material and its effectiveness in terms of audience and purpose. Alternatively, pupils might discuss ideas for their own flyers. The activities above can run simultaneously. They support the activity below. Writing Pupils plan, design and produce a flyer to promote a product, service or event for a specific audience and purpose. Approach This Communication task comprises three separate but linked activities. In this particular Communication task, the focus is Writing. The two contributing activities, Talking and Listening and Reading, support the Writing activity. Pupils must engage in all three activities in order to be awarded a level in Communication. The level awarded to a pupil will be a Communication level with a focus on Writing. In this assessment task, Reading is the starting point. This Reading activity involves pupils analysing promotional material. Whilst the activity of analysing promotional material will not result in a level, it will help pupils to see what makes promotional material effective. It will therefore contribute to the quality of the flyers that the pupils produce and, consequently, will feed into the level awarded for Communication with a focus on Writing. In the Talking and Listening activity of a group discussion, pupils can share responses to the promotional material. Alternatively, pupils might discuss ideas for their own flyers. Whilst the activity of group discussion will not result in a level, it will give pupils a forum to share ideas. It will therefore contribute to the quality of the flyers that the pupils produce and, consequently, will feed into the level awarded for Communication with a focus on Writing. The Writing activity of designing and producing a flyer is the assessment focus. All pupils should therefore be given a level for their flyer. This level will be a Communication level with a focus on Writing. Prior Learning Reading Details of prior learning for each of these Talking and Listening three activities can be found in Sequence Writing of Task on pages Assessing the Cross Curricular Skills: Draft Guidance for Teachers 18

19 Communication Task 3: Produce a Flyer Sequence of Task Focus Process of Task Reading (the Reading and Talking and Listening activities can run simultaneously) Stage 1 Pupils read and analyse promotional material, e.g. print, A V and web Prior Learning Encourage pupils to consider questions such as: Connecting the Communication activities Pupils should have opportunities to explore different types of promotional texts for different purposes and audiences, e.g. a billboard poster for a film, a TV ad for road safety, web advertising. Pupils should have opportunities to show understanding of messages and how they are conveyed. They should have opportunities to identify and comment on language techniques used in promotional texts such as slogans, rhymes and puns. They should also consider structure and organization of text including layout and use of visual images. How well do I pick up on key information and the overall message? How well do I understand the way that the writer uses language? What do I understand about the link between language, purpose and audience? How has the writer organized the text? What can I say about the visual aspects of the text? What can I say about the way that language and visuals work together? Reading and analysing promotional material has the potential to inform pupils about how promotional material is put together. The promotional material read by pupils provides a stimulus for group discussion. It may also provide ideas for the flyer that they themselves produce. The Reading activity alone will not result in a level. Talking and Listening Stage 2 Take part in a group discussion Prior Learning: Encourage pupils to consider questions such as: Connecting the Communication activities This should include opportunities to contribute in group discussions and to develop an awareness of group interaction and the functions of various group participants e.g. Chair, note taker, contributor. Pupils should have opportunities to demonstrate listening skills and to acquire and use vocabulary appropriate to subject context. How can I contribute most effectively in discussion? How can I explain my ideas most effectively? Which words and phrases, specific to the topic, do I need to use? What is the right tone of voice for me to use? How should I respond to opinions different from mine? How can I use and read body language? Group discussion provides a forum to share responses about the promotional material. Pupils might also use the group discussion to share ideas about their own flyers. The Talking and Listening alone will not result in a level. The Reading and Talking and Listening activities will help to prepare pupils for the Writing activity. Assessing the Cross Curricular Skills: Draft Guidance for Teachers 19

20 Communication Task 3: Produce a Flyer Writing Stage 3 Produce a flyer to promote a product, service or event Prior Learning Encourage pupils to consider questions such as: This should include opportunities to experiment with the techniques of promotional language such as slogans, rhyme and puns. In terms of visual impact, pupils may work with different layouts and experiment with visual images for effect. Am I including all the information that I need and is it accurate? Is the language I am using getting the message across to the reader? Are my spelling, punctuation and grammar accurate? Does my flyer make a visual impact? How successfully have I organised my message? How successfully have I used layout and visual images to get the message across to the reader? A Communication level is assigned on the completion of the three activities. The level assigned is a Communication level with a focus on Writing. Assessing the Cross Curricular Skills: Draft Guidance for Teachers 20

21 Communication Task 3: Produce a Flyer Making a Judgement A Communication level for this task is assigned with reference to the statutory level descriptions for Writing (see the document Progression in Communication across the Curriculum). All of the bullets for any given Writing level should be considered when assigning a level. The statutory level descriptions which are central to this task are printed below in bold. Additional non statutory guidance for these level descriptions follows beneath. The pupil can: Level 3 Level 4 Level 5 Level 6 Develop, express and present use appropriate form. choose from and use a match writing to organise and ideas in a variety of forms and range of forms, as purpose and audience; present writing for formats, using traditional and appropriate. present information deliberate effect; digital resources, for different effectively using a use appropriate tone audiences and purposes formal style where appropriate. and style. General characteristics (non statutory guidance) Pupils.. Level 3 Level 4 Level 5 Level 6 As previous Level plus: As previous Level plus: As previous Level plus: write in a way that is functional demonstrate clear appreciation show some originality; organise the key messages and competent; of reader/ audience; make language and visuals clearly; write in a way that is clear, logical use specialised vocabulary (if work effectively together; convey key messages in a and organised; appropriate); simple way; get across key messages clearly; What to look for Content Choice and use of vocabulary a flyer that contains basic information; appropriate words used to convey the message effectively; a few examples of words used to deliberate effect; key and common words correctly spelt; full stops, capital letters and question marks used appropriately; a flyer that contains clearly appropriate and accurate information; words that convey the main messages in a clear and accurate way; sentence structures varied to demonstrate control of language; use of words/phrases specific to the topic; a range of punctuation, spelling and grammar used accurately on most occasions; a flyer containing information that is used imaginatively; words used in a way that conveys the main messages creatively, taking account of the reader; words/phrases specific to the topic used in an effective way; a flyer that selects and uses a range of information in a way that has a intended effect upon the reader; some words used to deliberate effect; consideration of how a message can be conveyed; an appropriate degree of formality; Assessing the Cross Curricular Skills: Draft Guidance for Teachers 21

22 Communication Task 3: Produce a Flyer Visual impact and organisation images used in connection with words; key messages set out clearly; simple format appropriate for a flyer. a flyer that uses images and words to some effect; information organised and placed so that readers can easily access key points; ideas organised in a way that conforms to the conventions of a flyer. images and words used imaginatively to get the attention of the reader; information organised in a coherent way; presentation that gets the attention of the reader and draws attention to key points. thought provoking use of images; information organised in a way that commands the attention of the reader and encourages them to read the whole flyer. Assessing the Cross Curricular Skills: Draft Guidance for Teachers 22

23 Using Mathematics Tasks Number and Algebra Handling Data Space, Shape and Measures Assessing the Cross Curricular Skills: Draft Guidance for Teachers 23

24 Using Mathematics Task 1: Investigation/Survey Using Mathematics Task Outline: Investigation/Survey Cross Curricular Skill: Using Mathematics Assessment Focus: Handling Data Assessment Task Carry out an individual investigation or class survey Requirements associated with Assessment Focus These statements come from the document Progression in Using Mathematics across the curriculum Suggested Subject Contexts These suggestions within subject strands/areas of Learning. Subjects other than those listed here may also have relevant contexts for Handling Data activities Pupils should be enabled to: choose the appropriate materials, equipment and mathematics to use in a particular situation; identify and collect information; read, interpret, organise and present information in mathematical formats; use mathematical understanding and language to ask and answer questions, talk about and discuss ideas and explain ways of working. Learning for Life and Work, e.g. Class survey on eating habits. Pupil keeps a food diary and analyses the healthiness of his/her diet. (HE) Pupil investigates how much time is spent each day/week on different activities in order to analyse school/life balance. (PD) Class survey on spending habits, part time jobs etc. (Employability) Pupil analyses his/her weekly spend to look at budgeting issues. (HE, Maths) Geography, Science, e.g. Class survey on travel and mobility. Pupil conducts a personal energy audit (ecological footprint) to make recommendations about how to save energy. PE, e.g. Pupil keeps a record of physical activity over the course of a week. Task Description Pupils conduct an individual or class survey to find out and analyse personal information relevant to the topic/issue being studied. Coverage/range In this task, pupils are asked to apply their knowledge and understanding of Handling Data by identifying and collecting information, recording it appropriately, interpreting it to draw conclusions and presenting their findings in a suitable format. They may also be required to use their Number and Measuring skills depending on the nature of the survey. Pupils may also use ICT as appropriate (e.g., spreadsheet package) to record and present information and to help interrogate and interpret the information. Activities The task may be organised into 5 activities or stages: 1: Identifying information 2: Collecting and recording 3: Presenting information 4: Interpreting and drawing conclusions 5: Communicating findings Assessing the Cross Curricular Skills: Draft Guidance for Teachers 24

25 Using Mathematics Task 1: Investigation/Survey Flexibility It is likely that pupils will undertake most or all of the activities associated with the task. However, for assessment purposes, teachers may focus on one or more of these activities, as appropriate to the context. The activities may also be completed in a different order from that indicated; for example, pupils may interpret the information and draw conclusions before they decide on the best way to present the information and communicate what they have found out. Differentiation The difficulty of the task, and the levels achieved by pupils, will depend on a number of factors, including: the complexity of the information; the independence with which pupils make decisions and carry out the task; how pupils manipulate the information and the nature of their findings and conclusions. Prior Learning In order to complete this assessment activity, pupils should have prior experience of: making predictions; recording information/data using tables/tally charts; sorting and categorisation; carrying out calculations using information/data; interpreting and drawing conclusions from information/data; presenting information using tables, graphs, charts etc. Assessing the Cross Curricular Skills: Draft Guidance for Teachers 25

26 Using Mathematics Task 1: Investigation/Survey Sequence of Task Requirements Pupils should be enabled to: choose the appropriate materials, equipment and mathematics to use in a particular situation; identify and collect information; organise and present information in mathematical formats; read, interpret information in mathematical formats; use mathematical understanding and language Process of Task Stage 1 identifying information When planning the activity and discussing it with the pupils, teachers may want to prompt pupils towards the following questions: What do I want to find out? E.g. how balanced is my diet? What do I spend my money on each week? What information/data do I need that will help me? How will I find this information? What materials/resources will I need? Stage 2 collecting and recording Teachers may want to prompt pupils towards the following questions: How will I record the information? What is a suitable format? Will I use a ready made table/sheet or create one myself? Do I need to group the information/data into categories? Stage 3 presenting information Teachers may want to prompt pupils towards the following questions: How can I present the information in a clear way that will help me understand and interpret it? What s best? E.g. table, bar chart, pie chart, pictogram etc. Do I know the correct way to present my information? E.g. title, labels, key etc. Can I use ICT to present my work? Stage 4 interpreting and drawing conclusions Teachers may want to prompt pupils towards the following questions: What does this information tell me? Can I identify any trends or patterns in the data? Did the information prove my initial prediction? Were there any surprises? Have I found out anything new? Are there any limitations in what the information can tell me? Is there anything further I need/would like to find out? Stage 5 communicating findings Teachers may want to prompt pupils towards the following questions: What are my findings in summary? What recommendations can I make? What is the best way to tell other people about my findings? How will I do this? In written form? Using mathematical language e.g. proportion, percentage, average, range? Assessing the Cross Curricular Skills: Draft Guidance for Teachers 26

27 Using Mathematics Task 1: Investigation/Survey Making a Judgement References to the statutory level descriptions are in bold. Other criteria in normal text are provided as non statutory examples of performance specific to this task. General Characteristics (these non statutory overview statements may be used when making judgement about a pupil s performance in the task) Level 3 Level 4 Level 5 Level 6 Pupils can work with some independence in a simple, familiar, structured activity. They make suggestions about methods of data collection and presentation. They can answer questions based on the information collected. Pupils work with some independence using an agreed approach and given some structure. They make some choices about methods of data collection, organisation and presentation. They can draw simple conclusions based on the information collected. Pupils work independently, given an activity with some structure. They make generally appropriate choices about methods of data collection, organisation and presentation. They can summarise findings and draw conclusions. Pupils work independently, given a more substantial investigation with some structure (e.g., which involves grouping larger amounts of information, using two sets of data etc). They can process, represent and interpret a wider range of information. They can draw and explain conclusions. What to look for Level 3 Level 4 Level 5 Level 6 Pupils should be enabled to: Pupils can: Pupils can: Pupils can: Pupils can: 1. Identifying information choose the appropriate materials, equipment and mathematics to use in a particular situation; suggest different ways an activity might be approached; select and use appropriately the materials, equipment and mathematics required for an activity; for example: in group/class discussion, make one or two suggestions about what information is needed, where to find it and resources needed. identify the materials, equipment and mathematics required; for example: in group/class discussion, make relevant suggestions about what information is needed, where to find it and resources needed. identify the materials, equipment, mathematics and strategies to be used; for example: using structured prompt questions make independent decisions about what information is needed, where to find it and resources needed. consider and identify a range of materials/equipment, mathematical techniques and problem solving strategies required to meet the purpose of activities; for example: given a scenario/issue/question to investigate, make independent decisions about what information is needed, where to find it and resources needed. 2. Collecting and recording identify and collect information; find, collect and interpret information; collect and record relevant data for a given task; for example: use given data collection sheet for discrete ungrouped data, e.g. how many pupils in the class take bus/car/train to school; complete recording with general accuracy and relevant find, organise and interpret information; collect, group, record and present data with given class intervals; for example: use given data collection sheet, e.g. tally chart, spreadsheet; complete recording accurately and with relevant information; where appropriate, group data identify, obtain, process and interpret information; collect, organise, record and represent data; for example: design and use a data collection sheet; complete recording accurately and with relevant information; with one interval given, use equal class intervals to create frequency obtain, process and interpret information from a range of sources; collect and record discrete and continuous data using a variety of methods; for example: where appropriate, create a questionnaire to collect data; complete recording accurately and with relevant information; Assessing the Cross Curricular Skills: Draft Guidance for Teachers 27