The waters have yet to settle, but Clare Hodgson, HfL Assessment Adviser, reflects on what has gone, what is worth salvaging, and what we do know about the new Teacher Assessment Frameworks for writing.
As the beginning of the 2017/18 school fast approaches, Herts for Learning is happy to be releasing its newest version of our popular Primary Computing Scheme. First launched in 2011, the scheme has evolved and developed over the years and the new version 6 offers more support than ever before for teachers delivering the 2014 national curriculum computing programme of study. It is open to any school or setting (we have users from different parts of the UK and abroad.) I thought I would use this blog to explain what the scheme offers and point out 10 things which we believe make version 6 of the scheme both extremely useful for schools and great value for money.
Continue reading “Primary Computing Scheme – 10 ways our new version could help your school.”
Nicola Randall, Mathematics Teaching and Learning Adviser at Herts for Learning
Before I even start to tackle this question, I think it is helpful to clarify what we mean by ‘fad’ and the best way I could think of doing this was to consider some examples.
- Leg warmers worn anywhere other than inside a dance studio: fad
- No make-up selfies: fad
- Replacing actual laughing with the word “LOL”: fad
- Dressing as clowns and scaring people: fad
The new term and new school year has seen the release of the latest version of the Primary
Computing Scheme. Now in its fifth version, the scheme was first introduced in 2011 and has developed over time to stay in line with changes to the national curriculum and the Herts for Learning approach to assessment. Continue reading “Primary Computing Scheme, 2016/17”
Ben Fuller is Lead Assessment Adviser at Herts for Learning
Welcome to the inaugural blog post from the Herts for Learning Assessment team. The aim of this blog is to periodically bring you important updates, ideas and suggestions in the world of school assessment.
I will start with some brief reflections on 2015/16, which has certainly been an interesting year in statutory assessment, with new approaches to the ways in which pupil performance has been measured and evaluated at the ends of Key Stages 1, 2, 4 and 5, as well as ongoing developments in the debate around Reception baseline assessment.
In this post I will focus on the primary phase, where teachers in Years 2 and 6 this year had to contend with new tougher tests and a new system for teacher assessment, based on the Interim Teacher Assessment Frameworks (‘ITAFs’) – which use what has been referred to as a “secure fit” (rather than “best fit”) system. (Personally, I prefer to call it a “must have everything” approach, as I think it an unusual use of the word ‘secure’).
Deborah Mulroney is a Primary Mathematics Adviser for Herts for Learning
In this blog the resource that we are focusing on is the counting stick. It usually has ten intervals but the type with four faces and divided in several ways are most useful. The main use is that it can be thought of as representing a three-dimensional empty number line.
David Cook is the Lead Mathematics Adviser for the HfL Primary Mathematics Team
A lot has happened since the start of the year! In the last three months, we have seen the production of a set of criteria to use as an interim teacher assessment framework (we have been referring to these as ITAFs) at the end of both years 2 and 6; exemplification materials to support these; and a wave of response from a variety of sources. You may well have missed the letter from the NAHT to the DfE and also their subsequent response. Not to mention Nicky Morgan’s ‘video’ too. Continue reading “2016 only! Teacher Judgements Years 2 and 6”
Nicola Randall is a primary maths adviser for HfL
In the aims of the new curriculum for mathematics, it states that a high quality mathematics education provides ‘an appreciation of the beauty and power of mathematics’. What better way to appreciate this beauty than to looking at nature? Continue reading “Maths across the curriculum (Pattern)”