Formative Assessment across the Secondary Curriculum – Planning, questioning and collaborating for learning
This event will provide an opportunity to focus on how to ensure a consistent whole school approach to formative assessment allows pupils across Key Stage 3 and 4 to become resilient and independent learners who are fully prepared for the demands of the curriculum at Key Stage 4 and 5. We look at how to create a continuum of learning so that pupils can build on their learning in Key Stage 2, progress well in year 7 and begin to develop skills such as problem solving, self study, creativity and team working skills that will provide them with the confidence to become unconsciously competent in their ability to use higher levels of response as part of their own learning journey. We give those who attend the opportunity to learn or deepen their understanding of the power of deep and rich questioning techniques and how using these effectively is the key to successful outcomes for many pupils. We share our expertise in how to use the language of GCSE assessment as a pathway for learning lower down the school and offer solutions as to how to create a whole school strategy so that teachers, pupils, parents and support staff understand where a pupil is along a rubric and can articulate what they need to do to continue to progress and succeed.
We share best practice examples from many of the schools we have worked with and review the current OFSTED research and announcements relating to curriculum intent, implementation and impact and policy from DfE to bring together the latest information and build it into practical outcomes that those who attend can take away and use to ensure that all staff across the school are using formative assessment to achieve high levels of success for pupils.
This event will:-
- Give an overview of some of the theories of assessment and how new research and innovations are impacting the school system
- Suggest priorities in relation to planning, reviewing or refining the assessment policy that will support a consistent, whole school approach to successful formative and summative assessment and create seamless learning across the key stages
- Create opportunities to plan, review or refine current strategy such as defining the rubric or other structures to be used, marking policies, pedagogy, feedback and capturing data
- Focus on assessment in relation to stages of development within subjects including English, Maths and Science, other curriculum subjects and non-curricular learning
- Consider the embedding of literacy and numeracy within subjects other than English and Maths and how non-specialist teachers assess skills learning as well as subject knowledge
- Provide an opportunity to reflect on how to support teaching and support staff to develop highly effective formative assessment strategies, the use of rich questioning techniques and create a range of highly effective pedagogical approaches that support deep learning
- Look closely at the issues surrounding moderation and verification that encourages a culture of reflective practice, professional conversations and high quality approaches to feedback and forward planning
This revised Learning Cultures' event will examine assessment and progression in the context of the learning environment and will provide those who attend with an opportunity to review current policy and procedures and reflect on how to continue to build an assessment strategy that will deliver a system that is fit for purpose and suits the needs of all stakeholders within the organisation. We analyse the kinds of teaching and learning strategies that will support progression and how to build a culture that fosters the sharing of good practice, new ideas and resources across year groups and key stages and provides opportunities to create partnerships with primary schools where effective transition is essential to ensure seamless learning.
Who should attend?
Head teachers and senior managers who have the responsibility to ensure that their teaching and support teams have the resources to teach their new schemes of work and plan their teaching and assessment strategies. Heads of Faculty or Departments who can work closely with their teams to define how to deliver a curriculum and assessment model that will support high quality pedagogy in the classroom, consistent approaches to formative and summative assessment, marking and feedback. CPD managers who want to learn from the event and take back a range of high quality training tools and resources to develop a programme for all teaching and support staff in school. Curriculum and Teaching and Learning managers who need to have a sound understanding of what is required of a robust and manageable assessment strategy.
Learning Cultures are supported by a team of experts from across the UK who are using a range of resources and research papers to ensure that materials used in the construction and delivery of this event will support schools in their quest to ensure they can build a system that will support effective formative and summative assessment that is fit for purpose for the school, the pupils, parents, carers and staff. We have looked closely at the statements included in the most recent OFSTED handbook for schools which states,
"Assessment is accurate and based on high quality observations. It includes all those involved in the child’s learning and development. Provision across all areas of learning is planned meticulously. It is based on rigorous and sharply focused assessments of children’s achievement so that every child undertakes highly challenging activities".
There is no suggestion that OFSTED are looking for a particular system or approach to assessment, however the rationale and planning in relation to how well staff understand the assessment regime and are using it consistently and to good effect is important. The tools we will provide as part of this training opportunity have been developed to support the implementation of a robust and appropriate system specifically designed to meet the needs of an individual school or college which should also be evidence that meets the OFSTED statements relating to assessment.
All our events are centrally located. Registration and refreshments are available from 9.30am for a 10.00am start, and we will finish around 3.30-4.00pm. We always provide lunch.
Second or Subsequent Delegate Price:
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- autumn Term Dates
BirminghamTuesday 22nd January 2019
ManchesterTuesday 29th January 2019
YorkThursday 7th February 2019
LondonFriday 1st March 2019
BristolThursday 7th March 2019
The Coaching School - Bridgnorth, ShropshireThursday 21st March 2019