Wanaka at night
Professional Skills and Abilities
Assessment for learning in the Foundation Stage
AfL in the context of the Foundation Stage.
As AfL is a complex process which will take time to develop, Y1&2 provide the opportunity to lay the necessary foundations for children’s language and thinking. During the Foundation Stage the emphasis should therefore be on establishing a supportive climate of sensitive interaction, openness and risk‐ taking in which adults engage in dialogue with children about their learning. Classroom strategies will include planning with the children, modelling, effective use of questioning, plenary sessions and conversations with individuals and groups.
Learning intentions describe what children will know, understand or be able to do and may be shared with the whole class, groups or individuals. Sharing learning intentions is appropriate when introducing significant or new learning but is not necessary in every lesson. Whilst working with groups or individuals, particularly in play, learning intentions may evolve from the children’s responses. Teachers should consider how learning intentions might be displayed in appropriate ways as children progress through the Foundation Stage.
Success criteria are the steps required to achieve the learning intention and offer explicit guidance on how to be successful. They summarise the main teaching points or processes and they always relate directly to the learning intention. The process of understanding success criteria takes time and needs to be developed. Modelling by the adult is particularly important for helping children in the Foundation Stage understand the value and purpose of success criteria. Success criteria may not always be in written form and teachers may use photographs or images to illustrate the process.
Formative feedback is essential for effective learning and teaching as it can motivate children by building self-esteem and reinforcing the positive aspects. Formative feedback focuses on how the children have met the success criteria in relation to the identified learning intention and offers advice on the next steps in the learning process. Time should also be allowed for the child to make improvements. In the Foundation Stage feedback should primarily be oral and should take place throughout the learning process.
Effective questioning, as an integral part of assessment practice, serves two main purposes: to assist with assessment and to improve understanding. A learning climate, which promotes sensitive interaction and encourages risk‐ taking, can influence how successfully questioning is used and how beneficial it is to children’s learning. Modelling how to think aloud and how to frame questions is essential to enable children to develop the appropriate vocabulary for questioning. Adults should engage children in reflective discussion about their
As AfL is a complex process which will take time to develop, Y1&2 provide the opportunity to lay the necessary foundations for children’s language and thinking. During the Foundation Stage the emphasis should therefore be on establishing a supportive climate of sensitive interaction, openness and risk‐ taking in which adults engage in dialogue with children about their learning. Classroom strategies will include planning with the children, modelling, effective use of questioning, plenary sessions and conversations with individuals and groups.
Learning intentions describe what children will know, understand or be able to do and may be shared with the whole class, groups or individuals. Sharing learning intentions is appropriate when introducing significant or new learning but is not necessary in every lesson. Whilst working with groups or individuals, particularly in play, learning intentions may evolve from the children’s responses. Teachers should consider how learning intentions might be displayed in appropriate ways as children progress through the Foundation Stage.
Success criteria are the steps required to achieve the learning intention and offer explicit guidance on how to be successful. They summarise the main teaching points or processes and they always relate directly to the learning intention. The process of understanding success criteria takes time and needs to be developed. Modelling by the adult is particularly important for helping children in the Foundation Stage understand the value and purpose of success criteria. Success criteria may not always be in written form and teachers may use photographs or images to illustrate the process.
Formative feedback is essential for effective learning and teaching as it can motivate children by building self-esteem and reinforcing the positive aspects. Formative feedback focuses on how the children have met the success criteria in relation to the identified learning intention and offers advice on the next steps in the learning process. Time should also be allowed for the child to make improvements. In the Foundation Stage feedback should primarily be oral and should take place throughout the learning process.
Effective questioning, as an integral part of assessment practice, serves two main purposes: to assist with assessment and to improve understanding. A learning climate, which promotes sensitive interaction and encourages risk‐ taking, can influence how successfully questioning is used and how beneficial it is to children’s learning. Modelling how to think aloud and how to frame questions is essential to enable children to develop the appropriate vocabulary for questioning. Adults should engage children in reflective discussion about their
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