Assessing Future Learning as Part of a Seamless Secondary Curriculum - Rethinking formative assessment
This course focuses on how teachers can build on what already works well and enhance their formative assessment strategies to ensure that the teacher encourages pupils to reflect on their own learning, broaden their understanding and be ready for new or deeper experiences. We look at the growing body of evidence that suggests that assessment with the learner using effective dialogue and modelling has a dramatic impact on progress and achievement.
We look at formative assessment practice that show dramatic improvements in pupils' resilience, understanding and motivation. We build into the day an in-depth look at the power of questioning and at other formative assessment skills that teachers can use to encourage independence where pupils understand and can articulate how they are learning as well as what they are learning.
Redefining how the curriculum is designed, implemented and assessed are necessary as part of a new emphasis on 'the quality of education' in the new draft OFSTED handbook for schools. The focus as far as assessment is concerned is on how assessment informs to what extent knowledge is embedded and is used fluently and assists teachers in producing clear next steps for pupils.
- "teachers use assessment to check pupils' understanding in order to inform teaching."
- "teachers use assessment to help pupils embed and use knowledge fluently, develop their understanding, and not simply memorise disconnected facts."
This event will:-
- Give an up to date review of the research, changes to the OFSTED Inspection Handbook and current policy relating to what is meant by the 'quality of education linked to curriculum design, delivery and impact
- Focus on 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 that informs sequencing of knowledge and builds a continuum of learning
- Create opportunities to plan, review or refine current approaches to curriculum planning and how assessment is incorporated in order to determine how to assess the impact of teaching on learner outcomes, how skills are developed and how knowledge acquisition informs the next steps for the learner and the teacher
- Focus on assessment in relation to deepening an understanding of how pupils have been assessed in their previous key stage of development within subjects including the core of English, Maths and Science and other subjects across the wider curriculum
- Examine some of the research that has informed current thinking into assessing learning; essentially how pupils learn in relation to alterations in their long-term memory and how to ensure pedagogy is linked to deepening knowledge and understanding
- Provide an opportunity to reflect on the skills that teachers and support staff need to develop highly effective formative assessment strategies, the use of rich questioning techniques, the ability to focus on progression and the taxonomies that support the deepening of understanding and how teachers ensure learning is embedded into long-term memory
- Look at some coaching techniques linked to opportunities for collaboration, moderation and the sharing of good practice that encourages a culture of reflection, 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 formative assessment in the classroom and will provide those who attend with an opportunity to review current policy and procedures and reflect on how to build an assessment regime 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, classes and in partnership with secondary or nursery schools where effective transition is essential to ensure seamless learning.
Who should attend?
Senior leaders and subject specialists who have the responsibility to ensure that their teaching and support teams are working together to plan their teaching and assessment strategies in order to create a continuum of progression and a sequencing of learning that will deepen knowledge and understanding for all learners. Teachers especially with responsibility for delivering core and subject specific learning 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. Those with responsibility for transition. 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 currently in draft form for September 2019 for schools which states:-
"When used effectively, assessment helps pupils to embed knowledge and use it fluently, and assists teachers in producing clear next steps for pupils. However, assessment is too often carried out in a way that creates unnecessary burdens for staff and pupils. It is therefore important that leaders and teachers understand its limitations and avoid misuse and overuse".
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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- spring Term Dates
LondonFriday 1st March 2019
The Coaching School - Bridgnorth, ShropshireThursday 21st March 2019
LondonWednesday 5th June 2019
BirminghamMonday 10th June 2019
LeedsMonday 17th June 2019
ExeterWednesday 19th June 2019
ManchesterWednesday 26th June 2019
The Coaching School - Bridgnorth, ShropshireThursday 27th June 2019