Life Without Levels – Applying Revised Blooms Taxonomy to Assess a Mastery

Approach Within MathsBrook Field Primary School

Mr D ClarkeMiss R Taylor

A large Primary School with 420 pupils, situatedin the West Swindon area

A rich and diverse demographic with a range of different nationalities and cultures, but mainlyWhite British

A dedicated and committed team of:20 teachers7 Year Group TAs12 SEN TAsOffice, MDSA and Site Manager

Life With Levels!

Life Without Levels

??

Areas For Improvement

• Difficult to always get a real feel for the progress of a child through work scrutiny.

• Were the calculations, strategies and levels of challenge progressing through the year?

• Were we getting a real sense that strategies and calculations developed, were being applied and manipulated within different contexts and strands of maths?

Previous Maths PlanningCounting, partitioning

and calculating Securing number facts, understanding shape

Handling data and measures

Calculating, measuring and understanding shape

Securing number facts, relationships and

calculating A1

Counting, properties of number and number sequences Addition and Subtraction

B1 Place value ordering and rounding Fractions, decimals and percentage 2D – 3D shape Symmetry

C1 Multiplication and division Data handling

D1 Length Movement and angle

E1 Money Time

A2 Counting, properties of number and number sequences Addition and Subtraction Multiplication and division

B2 Place value ordering and rounding Fractions, decimals and percentage 2D – 3D shape Symmetry

C2 Multiplication and division Data handling

D2 Weight Movement and angle

E2 Money/Time Position, direction and co-ordinates Negative Numbers

A3 Counting, properties of number and number sequences Addition and Subtraction Multiplication and division

B3 Place value ordering and rounding Fractions, decimals and percentage 2D – 3D shape Symmetry

C3 Multiplication and division Data handling/probability

D3 Area and perimeter Movement and angle Length/weight/capacity

E3 Money/Time Position, direction and co-ordinates Negative numbers

TooMuch

Just cracked the surface before moving on!!!!

Term 1 Term 2 Term 3 Term 4 Term 5 Term 6

Number/Place value

Addition, Subtraction

Multiplication and Division

Fractions,

Measurement

Properties of shape

Position and Direction

Statistics

Teach Column addition and subtraction every term (but use bigger numbers)

Application

Mastery – Little V Large Chunks

Teach Column addition and subtraction once, for a longer period of time, using it for:Adding perimeterMoney ProblemsAdding fractionsAdding in long multiplication…….

Why use revised Blooms?

• As a continuation and development from current practice

• To further enable and support the depth and breadth when planning

• Identifies simple to most difficult skills

• Align New Curriculum objectives effectively to assessment techniques and standards

• Incorporate the knowledge to be learned (knowledge dimension) and cognitive process to learn

• To develop resourceful independent thinkers and problem solvers

• To facilitate questioning – emphasising the oral role within the National Curriculum

• Assess children on multiple learning outcomes

Generating new ideas, products of ways of viewing things

Judging the value of a product for a given purpose, using definite criteria

Breaking information into parts to explore understandings and relationships

Using information in concrete situations

Grasping the meaning of material

Remembering previously learnt material

Developing our expertise in using Blooms Taxonomy

Fractions

Create a PowerPoint presentation game for others to play.

Explain or choose a diagram or picture to represent the hardest fraction to use in a game.

Design a survey to find out which fractions are easy and which are hard. Graph your results.

Draw a diagram which show ‘these’ fractions, or use an iPad, then label.

Find items that you can use to show ’these’ fractions.

List the fractions you know and can show.

Take an objective and ‘Bloom’s’ it

List the properties of your shape.

Find items that you can use to show the shape.

List the properties of your shape.

List the properties of your shape.

Find items that you can use to show the shape.

Draw a diagram or take a photograph of the shape.

List the properties of your shape.

Find items that you can use to show the shape.

Draw a diagram or take a photograph of the shape.

Identify where the shape is found in the classroom and school.

List the properties of your shape.

Find items that you can use to show the shape.

Draw a diagram or take a photograph of the shape.

Identify where the shape is found in the classroom and school.

Explain why the shapes are used in the places that they are.

List the properties of these shapes.

Find items that you can use to show these shapes.

Draw a diagram or take a photograph of the shape.

Identify where the shape is found in the classroom and school.

Explain why the shapes are used in the places that they are.

Create a home for our class mascot, that includes 4 of the 3D shapes. Label

the properties.

Brook Field Primary School Assessment Framework 2015Judgement What this means

BLOOMS For summative tracking

purposes this equates to a score

EEntering

The child is beginning to be able to remember some of the objectives for current year group

Remembering 1

DDeveloping

The child is beginning to understand the objectives for that year group

Understanding 2

D+Developing +

The child is understanding most of the year groups objectives

Understanding(& elements of Ap.)

3

SSecure

The child is beginning to show that they can apply acquired knowledge in different ways/to a new

challenge

Applying 4

S+Secure +

The child has greater confidence and ease at which they can apply acquired knowledge

Applying (&elements of An,

Ev, Cr)

5

MMastery

The child is able to examine information, make inferences, share opinions based on evidence, show

the objectives in a different way.

AnalysingEvaluatingCreating

6

At each ‘depth of understanding’ it is of only

‘the objectives taught so far’

The tool by which assessments can be formed, pertinent to the objectives

taught so far

Score of 1 – 6 same for each year group. SIMS calculates

the cumulative data to inform progress over time

Using Blooms to aid summative assessment judgements, leading to data entry weeks