Defining the Substance of Education – Creating the right culture for deep learning

The substance of education, says Amanda Spielman, will be at the centre of the draft new education inspection framework which will be published for consultation in the new year.  The substance, is essentially, the curriculum and how it is taught. This is re-inforced in the speech Ms Spielman has given following the announcement of her second Annual Report as Chief Inspector.  The message is clear, whilst the data is important as a measure of outcomes, it is the breadth of curriculum content that is under the spotlight especially poignant at key stage 2 and 3.  She says,

Here as in every country, the home language and maths are the spine of children’s learning.  But they can’t be the limit. They are the gateway subjects to a broad curriculum that includes humanities, science, languages and the creative subjects too.  Children should learn about the events that shaped our nation’s history, the forces that create our natural environment, the key scientific principles that underpin the world and universe around us, the ability to appreciate and participate in art and music, and develop some practical skills in crafts and technology.

The actual Annual Report focuses on four key themes:-

  • Getting the basics right
  • The impact of a lack of capacity and its effects on standards
  • The danger that schools are expected to become a panacea for all of society’s ills
  • The importance of focus on the substance of education

The over-arching message is that the profession is doing ok but there is still room for significant improvement. The report explains what has gone before. We as education professionals must look to the future and take control of what we believe is the right ‘substance of education’.  There is an implied criticism that across the whole sector, “there is a mentality of ‘what is measured is what gets done’ and this trumps the true purpose of education and curriculum thinking – the consideration of what needs to be taught and learned for a full education – has been eroded.”  A Spielman December 2018

If what is being said is to be believed and I can see no reason to doubt it we do have an opportunity to be a part of this evolution in the role OFSTED want to play in shaping the future ‘substance of education’.

Further research about how the curriculum is designed, delivered and assessed is due to be published this week. It will explain some more about how OFSTED  intend to inspect the curriculum and the draft new education framework will be published for consultation by the profession in January.  What has been said so far and what is due to be published give us the opportunity to shape an innovative curriculum offer. It should be pupil focused, rich in content and create opportunities for pupils to develop the skills for learning that will help them access a wide range of knowledge. It will also, incidentally, give pupils the ability to know how to answer SATS questions and respond with depth to the challenges of GCSE and beyond.

In conclusion I will quote from the most recent speech from Amanda Spielman,

What we will be interested in is the coherence, the sequencing and construction, the implementation of the curriculum, how it is being taught and how well children and young people are progressing in it. So, please, don’t leap for quick fixes or superficial solutions just to please OFSTED. That would be the wrong response.  From September, we’ll be interested in where you are going and how you intend to get there, not just whether you’ve arrived there yet.

We echo with such passion the sentiment here. The next two terms need to be a time for conversations, incisive discussions about subject knowledge and how pupils can deepen their understanding; questions about how we create opportunities for pupils to make connections across their learning; time to reflect on how the content relates to pupils’ own experience, interests and prior knowledge and time to share and cascade good practice linked to pedagogy, assessment and planning.

We have the CPD strategies and resources to support you and your teams.  There is no prescription here just a profound opportunity to make a difference.

Use coaching to foster the professional dialogue and challenge needed to create a cohesive, consistent and content rich curriculum that builds on prior learning and prepares pupils for the next stage or phase of their education.

Re-define your Curriculum Emphasis – Focus on learning and deepening understanding

The current emphasis on how the curriculum is planned and delivered should be a welcome opportunity for all senior leaders in schools to focus on ensuring their curriculum is all about learning and deepening understanding across a range of different topics, themes or subjects.  Amanda Spielman OFSTED’s Chief Inspector  started the debate, her concern, that the curriculum is narrowed to accommodate the need to teach to the test in Years 2 and 6 and in year 11 if not 10 as well is, in some cases, well founded.

Alongside this criticism is an acknowledgement that OFSTED may, in the past, have focused too much on the data and not enough on how that data is arrived at.  I have a long-held belief that focusing on passing tests and examinations at the expense of deepening learning over time is counter-productive.  Creating opportunities for pupils to access deep and rich text, apply numeracy skills to help to consolidate understanding of a problem or how to write to explain bias, cause and effect or express an opinion help to deepen their competence, strengthen their understanding and give them the resilience they need to see questions in a test or examination from different perspectives and give them a much better chance of coming up with the right level of response.

John West-Burnham in a research paper suggests that shallow learning is all about memorisation and leads to compliance and dependence and contributes very little in the pursuit of deep learning.  Read the whole paper here.Planning the curriculum should focus on what outcomes we want for pupils in terms of their knowledge and the skills that they need in order to access and apply that knowledge in a range of cross-curricular, thematic and subject contexts. Each school is different and that is why there is an imperative to focus on intent in relation to curriculum design that defines the right approach for individual school contexts.  Implementing that stated curriculum must focus on high quality pedagogy, teaching  that delivers inspirational learning and uses assessment strategies that lead to high levels of progression.  A positive impact is where all pupils have deepened their knowledge, are developing the core skills that will help them continue to make connections across all their learning and are mastering the wider cognitive skills that will ensure successful outcomes when they are tested or examined.

A good starting point is to have a detailed pro-forma scheme of work that everyone uses as part of planning in all departments, across all year groups and where appropriate for topic or sequential learning.  The headings should be built to ensure a consistency of purpose that mirrors the vision for deep knowledge and the development of the skills that will allow that vision to be realised.  These could include:-

  • What is the sequence of learning?
  • What do pupils know already to build on their knowledge and understanding?
  • What are the literacy skills that are intrinsic to the learning that are to be developed/further developed?
  • What are the numeracy skills that are intrinsic to the learning that can be developed/further developed?
  • What other learning skills will support the learning linked to deepening knowledge, fostering progression and demonstrating mastery?
  • What are the expected outcomes from this topic/series of lessons/theme?

The skills must be those that are naturally occurring as a part of learning. They do not need to be shoe-horned into the learning.  Also, pupils need to be a part of the process, continually re-enforcing their role in how they deepen their own learning, articulating what they need to do to make progress and improve their own work.

Whatever you do, don’t start from scratch.  In our last news-post we provided a tool called L.E.A.R.N. It starts with what will you leave in.  Always focus on what you do well before thinking about what needs to be changed.

Join us at one of our highly successful training days looking at how to re-define your curriculum, not for OFSTED but to reflect on how to make sure your curriculum is all about learning, highly effective pedagogy and the best outcomes for all pupils.

Read our news post that focuses on the skills/knowledge agenda

Focus on formative assessment to ensure the curriculum and how it is assessed is seen as a seamless process.

Coaching and Curriculum Cohesion – Create a culture where excellence is cascaded across the whole school

To create a culture where excellence and high-quality learning is cascaded across the whole school is best achieved through coaching.  Using coaching to ensure there is curriculum cohesion across all phases and stages will ensure all staff exceed and surpass expectations. Coaching encourages the use of positive and deep questioning that will enhance professional learning and challenge pupils. Coaching inspires innovation, helps individuals to embrace change and creates opportunities for the sharing and cascading of good and outstanding practice.

Amanda Spielman’s latest communication, her letter to the public accounts committee’s request for information confirms her intention to pursue a new category for the forthcoming changes to the OFSTED Inspection Framework ‘Quality of Education’ which will include curriculum intent, depth and breadth alongside the quality of teaching, the quality of pupils’ work and the resulting outcomes. The diagram below is my interpretation of the main components that need to be in place in order that schools know how their vision is translated into powerful learning over time.

Creating a culture that ensures all of the components above are carefully planned and implemented requires highly effective communication. Leading a Coaching School. Talented teams need to work together to manage change, create new approaches and build on what they currently do well.  Coaching from the Middle – How to influence change, build outstanding teams and lead innovation.

All teachers need to have a range of pedagogies and strategies for learning and assessment that will support pupils to build on their prior learning, deepen that learning and be ready to embrace challenge through the acquisition of knowledge and the use of associated skills. Coaching Towards Outstanding Teaching and Learning.  Pupils need to be an integral part of this and learner voice can be highly effective as part of an overall strategy. Coaching in the Classroom with Pupils.  Using coaching as the CPD vehicle to achieving the above is highly effective.

CPD is an essential component in creating a culture where staff accept positive change and work together to achieve the stated vision for excellence and improvement. What emerges from this particular cycle of change is exciting and should create a curriculum that is fit for purpose for the school, its pupils and the local and wider community within which it draws its cohort. However, the CPD and associated training must be relevant, sustainable and have an impact on learning and achievement for all.  Coaching is non-judgemental and non-directive, provides individuals with the opportunity to find their own solutions and learn how professional dialogue leads to successful outcomes for the school, teams and individual staff and pupils. It is the sharing and cascading of the learning both as part of an actual coaching training programme and how that is then cascaded to others to enhance its efficacy that makes the coaching training we offer so powerful.

Have a look at our Coaching in Education section on our website that has something for all staff.  Join us at one of our curriculum courses to look in great depth at how to ensure readiness for the changes:

or ask us about our INSET packages where we can help you to plan your CPD and curriculum strategies for intent, implementation and impact.

Planning your curriculum for 2019 and beyond. Intent, implementation and impact

OFSTED want schools to communicate their curriculum intent, plan a strategy for successful implementation and create a culture where collaboration and positive professional dialogue delivers a curriculum that builds on prior learning, deepens knowledge and enhances skills that foster learning and achievement. This is the third news post linked to the latest news from OFSTED and other influential researchers. Read the first post here and the second post here.

We have put the main priorities into the mnemonic below.

C.U.R.R.I.C.U.L.U.M.

  • Curriculum intent communicated through distributed leadership
  • Unified approaches to assessment across the whole school
  • Realising potential through breadth, depth, stretch and challenge
  • Reflecting on what currently works and building from there
  • Implementing a curriculum that builds on prior learning
  • Creating opportunities for cross phase, stage and subject collaboration
  • Understanding the focus on knowledge and/or skills and how pupils learn
  • Learning from colleagues, partners and research to inform planning and strategy
  • Using a common conceptual language and coaching to share cross curricular success
  • Measuring impact using qualitative and quantitative data

The Curriculum and Assessment team at Learning Cultures are using the growing body of research and comment to ensure our curriculum training courses provide the resources, information and practical strategies to ensure that all schools can:-

  • build on their current good practice
  • focus on how to create a continuum of learning
  • define how the curriculum will be taught and assessed
  • ensure all staff are involved through effective CPD
  • create the tools that will measure positive impact

Join us for one of our interactive and solutions focused training courses for those with responsibility for strategic and curriculum planning.

 

Skills versus knowledge – Let’s explore the conundrum using a haiku poem

What is the poetry form of Haiku?

There is a clear form

To write haiku poetry

That I need to know

——-

Two fives and a seven

Syllables are key to this

Carefully structured

——-

To use the form well

I must pull the words apart

For this I need skills

——–

 I need to know words

To make my prose explain

About haiku poems

———-

Reading and writing

Are the skills I need to have

To finish the poem

———–

I love the genre

No need for anything to rhyme

Just rhythm and style

Glynis Frater

Just a bit of fun but hopefully it demonstrates what I am saying,

Carry on reading more about my thoughts below

I wrote last week about the latest information from OFSTED about their intended changes to the Inspection Handbook for September 2019.

Their research into how the curriculum is planned and implemented focused on three different approaches to curriculum planning,

  • Knowledge led
  • Knowledge engaged
  • Skills led

The College of Teaching’s new magazine IMPACT focused in its 4th edition on the curriculum.  It is well worth a read.  The conclusion I draw from both the OFSTED report and the collection of essays within the IMPACT magazine is that skills have their place as an integral part of learning in the first as well as the second and third of the suggested approaches.  In one article, Designing a primary knowledge-rich curriculum which focuses on the knowledge-led approach, there is clearly an emphasis on rich and deep subject specific learning. However, the need for pupils to have access to materials and resources that are ‘text-rich’ is cited as essential.  In order to access rich text linked to knowledge acquisition requires the skill of comprehension, the ability to read and draw inference and the competence to sift and select the relevant information in order to demonstrate understanding.  The term skill was deftly left out of the observation of the need for rich text.  Reading is an essential skill and one that is fundamental to all learning.  Subject specific learning requires the same level of comprehension skills as scaffolded learning in English or literacy and those teachers who are not specialists in English may not have the relevant skills or understanding to ensure that pupils can access the complex language in say a piece of History source material or an unfamiliar piece of science explanation.

I don’t disagree with the three approaches to curriculum design. My thoughts are that we need to ensure that we always identify the skills that are fundamental to deepening learning and to building a seamless continuum that ensures pupils become unconsciously competent in their ability to apply their knowledge across a wide range of contexts within the national and the wider curriculum.

We have two courses full of ideas, resources and well researched practical suggestions, the testimonials and praise we have received for these two events are outstanding.  Book now and have a powerful plan ready for implementation in time for September 2019.

 

OFSTED, the Curriculum and moving towards a change of emphasis

OFSTED have this week released a commentary on the second phase of their research into curriculum design, implementation and impact. Amanda Spielman is clear in her assertion that the real substance of education is the curriculum and how it is structured so that all pupils can access it, learn through it and make progress linked to how it is delivered and assessed.
There will be, the report states, a new approach to inspection that moves away from simply focusing on outcomes linked to end of key stage data and more towards looking at what complements that data.

This, it suggests, includes evidence of:

  • a clearly defined and fit for purpose curriculum design that is linked to the school vision and purpose
  • positive leadership that includes devolved leadership to subject specialists and teachers
  • collaborative and whole school involvement
  • pedagogy that deepens subject knowledge and challenges the pupil’s ability to make connections across different subject disciplines
  • how pupils demonstrate competence in their use of skills that help them to access curriculum knowledge
  • a carefully sequenced content that builds depth and breadth of understanding over time

The research found that the sample schools used one of three approaches to planning their curriculum.

  • Knowledge – led approach -skills come from knowledge, “skills are the bi-product of knowledge”. Through the deepening of knowledge comes the ability to use associated skills. The characteristics of this approach are fewer topics that are taught in greater depth
  • Knowledge – engaged approach – “knowledge underpins the application of skills” This approach focuses on how the skills and the knowledge are integral, the pupil learns skills alongside knowledge acquisition. This involves planning which skills the pupil will use to access knowledge. Within this approach there is a greater emphasis on cross-curricular teaching, ensuring an understanding of how knowledge applies in a context
  • Skills – led approach – Skills have the higher priority in the planning process, knowledge is seen as a series of disconnected facts unless the pupil has the skills to place them in their context

There is no suggestion that one approach is better than another and schools remain free to make their own decisions as to the best model in their specific local setting. However, it is the reasons behind the choices made that will need to be clear and focused on holistic, deeper and sequential learning and not simply on how to achieve the best outcomes for the schools at times of testing or examination outcome.

Curriculum design, the report concludes, is a reflective process involving leaders, subject specialists and teachers. It suggests that there needs to be much more evidence of progression models that show how pupils will build their subject knowledge and their ability to use associated skills adeptly and competently. It is also clearly stated that curriculum and assessment are inseparable and welcome evidence that leaders in the sample schools believe that skilful formative and summative assessment strategies are integral to deep learning and are useful in identifying gaps in learning.

In conclusion:

  • No one design fits all, the National Curriculum is the benchmark, but the choice of design is up to the school and linked to the school’s context and the expertise of those involved
  •  The curriculum should be linked to the school vision and purpose. It should be the yardstick for what leaders want their pupils to know and be able to do by the end of their school life
  • The curriculum design should be clearly defined, the content should be carefully sequenced, have thoughtfully designed assessment practice and include an appropriate model of progression
  • The curriculum should have substance, depth and breadth and be more than preparation for tests and examinations
  • There should be a rich web of knowledge where skills weave opportunities for a continuum of learning that deepens understanding and allows for progression

The Learning Cultures Expert Curriculum team have developed two outstanding training opportunities that will give school and curriculum leaders an opportunity to reflect on what currently works well and how to ensure that new strategies and innovations create a curriculum design for now and the future that enriches learning and deepens knowledge and understanding. We weave our deep knowledge of curriculum design with our expertise in coaching to explore how to create a whole school, collaborative curriculum and assessment model that inspires and nurtures learning and achievement.

Re-defining the Primary Curriculum – Content, cohesion and purpose
Re-defining the Secondary Curriculum – Defining purpose, designing content and delivering impact

How seamless is your curriculum?

OFSTED are currently reviewing how the curriculum is designed and delivered in all phases of education.

In a recent presentation Sean Harford of OFSTED made a plea that schools should be ‘bold and courageous’ with their curriculum.  There are many clues from different commentators and especially from Amanda Spielman as to what is wanted here.  Essentially the curriculum should have depth and breadth, build on prior learning and challenge pupils to master the essential principles embodied in the learning of the core skills especially, reading, writing, communication and Mathematics as well as digital and scientific literacy.  Pupils should be able to make connections and become unconsciously competent in their use of these skills in the pursuance of deeper knowledge and understanding that expand their horizons.

There are, according to Sean Harford of OFSTED, three parts to a framework that make up the essential planning of a cohesive and successful curriculum, these are:

  • Intent – What will be included in the curriculum framework and what knowledge and understanding will be gained by pupils at each stage?
  • Implementation – How will the curriculum be translated over time into a structure and narrative within the institutional context
  • Impact and achievement – Evaluating what knowledge and understanding pupils have gained against expectations

‘Depth and breadth’ are words liberally used in much of the documentation and transcripts from speeches.  Sean Harford admits that there is some ambiguity as to how different schools interpret these words.  For me, the essence of this is to create a seamless curriculum where pupils build on prior learning from lesson to lesson, subject to subject and from year to year.  The curriculum design is a tapestry of learning and the planning of the curriculum needs to draw on all those who will deliver it to understand how their input is an integral part of a whole school drive for deep and meaningful progression for all pupils.

There will be a new OFSTED handbook and framework from September 2019 and if the current literature is correct there will be a greater emphasis on how schools plan, implement and evaluate their curriculum.  If this is so, now is the time to start to focus on ensuring there is a dialogue that involves everyone at school involved in teaching and learning to focus on how the curriculum is woven together to ensure pupils are continually developing their knowledge and skills and deepening their understanding over time.

To create the right culture for cohesion and collaboration the curriculum needs to be at the heart of the planning process.  The vision for school success must be linked to the design, delivery and impact of a curriculum that develops pupils to know more and remember more over time.  An assessment policy needs to be seen to support the pupils’ journeys through the curriculum and be pupil centred.  Pedagogy needs to be explored and defined in terms of how it allows pupils to deepen their understanding, refine metacognition and create the unconsciously competent learner who deftly uses skills in a wide variety of contexts within school and beyond.

Following in-depth research our curriculum experts have some ‘bold and brave’ solutions and a wealth of resources to support schools in both the primary and secondary phases of education to focus on their curriculum, what to keep, what to change and how to create the evidence that your curriculum delivers high quality learning over time.

A primary focus – How well does your curriculum stand up to what inspectors are looking for?

Create an outstanding primary curriculum and have the evidence for OFSTED.

OFSTED are questioning the quality of curriculum content in their latest announcements and speeches, especially those of Amanda Spielman, the Chief Inspector.  This is whilst the Government still insist on inflicting upon us yet more testing.  The EYFS baseline test may be in place by next year unless heed is taken of those who are fiercely contesting it.  Times-table tests for year 4 and SATs at KS1 and KS2 remain. The balance between accountability on the one hand and ensuring the curriculum has breadth and is challenging is sometimes difficult to achieve as many primary headteachers are quick to point out.

Curriculum is high on the OFSTED agenda. They are planning a new framework and handbook for September 2019, not very far away in school calendar terms and this, they say, will include a review of the curriculum and how it is delivered. OFSTED are saying that the way in which we can “unlock the potential for all” is not wholly dependent on testing.  They are focusing on how the nature of assessment and actual achievement are linked through a supportive curriculum.  Whilst there is no official guidance from OFSTED they are carefully saying,

know your curriculum – what are the reasons behind its design

know how the curriculum is being delivered across all year groups

know what impact your curriculum is having on pupils’ knowledge and understanding

have evidence that pupils build on prior learning as they progress at points of transition and across year groups

Amanda Spielman (2017) wants leaders to take a “whole school strategic approach to the spiritual, cultural and moral development of pupils to make the world a better place”. School leaders, she says, should be thinking less about preparing pupils for exams and more about the “body of knowledge” young people will gain during their time at school.

Here at Learning Cultures we are following these developments, attending forums that will keep us completely up to date and reviewing the research that is cited as relevant to current policy and quality assertions.

The nature of our training supports leaders, managers, teachers and support staff to take ownership of how the curriculum is planned and delivered.  We focus on what is meant by outstanding pedagogy and how to cascade good practice. We believe that the curriculum should be a tapestry of knowledge and skills that weaves engaging learning opportunities from early years to year 6 and beyond.  This is the time to think deeply about designing a powerful knowledge rich curriculum that is truly relevant to the needs of your particular context specifically in relation to how pupils learn and what engages them in becoming truly competent in mastering the concepts and using them in innumerable contexts.

Join us at our updated primary curriculum event,

Designing the Primary Curriculum – Ensuring depth and breadth and a continuum of learning

You may also be interested in our event that looks specifically how to embed literacy and numeracy as part of learning across all subjects and the wider curriculum,

Mastery and Deeper Learning in Literacy and Numeracy across the Primary Curriculum

Be Outstanding this New Year – Six resolutions for your school and staff

In December I wrote five news items linked to policy, the latest research and what is in the spotlight for OFSTED and a sixth that focuses on coaching and what we know helps to create and sustain outstanding learning and teaching.

Curriculum is in the spotlight and the focus on mastery or deep and rich learning continues to occupy the minds of policy makers and OFSTED.  Closing the achievement gap especially for ‘disadvantaged’ learners is the subject of a new Government paper. Formative assessment is fundamental to positive outcomes for pupils across all sectors and creating a consistent whole school strategy that delivers positive learning is paramount. Transition is a key issue and remains a concern for many as pupils continue to dip in performance especially as they move from primary to secondary school.  Key Stage 3 is still seen by OFSTED as ‘wasted’ and needs to be a focus for review.

Make your New Year’s resolution to use coaching to create a culture that celebrates, shares and cascades good and outstanding practice and where learning is at the heart of everything.  The philosophy and practices involved in the development of coaching skills for all staff is proven to be the best way to manage change successfully.  Read the blog posts that are linked directly to the issues that have been aired over December and then focus on how creating a coaching culture in your school or group of schools will be a positive catalyst for continuous excellence and improvement.

Read the news posts on our website or dip into them altogether here,

Wishing you a very happy New Year from all of us at Learning Cultures.

Formative Assessment – teacher autonomy, pupil involvement, positive collaboration

Formative Assessment is a pedagogy that should be an integral part of classroom practice. Pupil participation and focused teacher interaction should lead to deeper understanding, and an opportunity to correct mistakes and change misconceptions. Formative assessment should foster the confidence to take risks and work things out.  It should form the basis of forward planning, define the curriculum content and ensure pupils can articulate how they are learning as well as what they are learning. Statutory assessments do not and cannot accurately capture pupils’ achievements.

The above is echoed in a recent report launched by Pearsons and the research organisation LKMco,  Testing the Water – ‘How assessment can underpin, not undermine great teaching’. the report is the result of a national consultation on the future of assessment and it explores some of the questions that surround the issue of assessment and its place in the accountability system we currently have in England.

The report says, ‘understanding and using assessment should be a fundamental competency for all educators’, however the findings suggest that there is a lack of training, teachers lack confidence in the process and they do not know where to go for support, help or advice.  There is an implied criticism that far too much of teachers’ time is geared to summative assessment and the tendency to teach to the test.  The pressure to produce data for reporting and accountability weighs heavily on teachers and negates their confidence in using formative assessment to support learning.  The advice from the report suggests that schools should limit the number of summative assessments and make greater use of standardised tests to benchmark how their pupils compare with others nationally.

Teachers need to have the autonomy to establish what pupils have learnt, remembered and understood and plan the unfolding of the curriculum content and skills development accordingly so that all pupils can deepen their knowledge and build the skills to access that knowledge.

The report focuses on the issue of workload associated with assessment and how this can be reduced. There are some interesting case studies and references to some research based ideas that support high quality formative assessment to reduce  workload. However, teachers need to be confident enough to trust that this will be acceptable to inspectors and those who assess their performance in school.  The report also highlights how new technologies can help to reduce the burden.

The report also asks the question ‘How can unnecessary stress about assessment be reduced?’ The advice for schools is to ensure that pupil performance in tests is not linked to the assessment of ongoing teacher performance. There should be a much closer association with ongoing formative assessment in the classroom.

In summary schools need to,

  • Increase the confidence of teachers to use formative assessment as an integral part of their pedagogy and provide the relevant training to support this
  • Mine the considerable bank of support available to the profession
  • Access training that covers both the theory and practice of assessment that is relevant to those with different roles from senior leaders to Governors and parents
  • Reduce the burden of summative assessment and focus on assessing the deepening of knowledge and understanding of curriculum content in both the core and foundation subjects
  • Ensure the data that is collected as a result of assessment is diagnostic and granular and allows teachers and support staff to define the gaps in pupils’ knowledge or where they need to be challenged and stretched to fulfil their full potential
  • Create a culture that ensures there is meaningful communication about assessment, how it is undertaken, its accuracy and the results that inform planning and intervention across all learning
  • Focus on how pupils learn and how developing learning skills as part of accessing a deep, rich and broad curriculum is far more likely to see them succeed in summative statutory tests than ‘teaching to the test’.  Read Alison Peacock’s piece on page 51 of the report, she says at the end, ‘If the input is right the output looks after itself’.
  • Review the school’s marking policy and testing strategies, focus on their efficacy for pupils learning and the devastating impact too much marking has on teacher well-being
  • Celebrate learning, effort and achievement in the classroom and build the confidence of pupils to take risks with their learning, tackle the unfamiliar and challenge themselves, their teachers and their peers to seek and find out more
  • Use a variety of assessment strategies and decouple pupils’ test and exam results from the assessment of teacher performance in the classroom

Learning Cultures have a unique and highly praised reputation in providing training for teachers that will give them the materials, resources and learning to take back to school to share with others.  Formative assessment requires a high level of competence.  There needs to be a mechanism that allows for effective collaboration, moderation and a collective understanding of its efficacy and accuracy.  Join us at one of our training courses,