All assessment and other processes should bring people back to the content of the curriculum (and the extent to which it has been taught and learned), instead of focusing on abstracted and arbitrary expressions of the curriculum such as ‘levels. (Report by the Expert Panel for the National Curriculum Review)
There is a number of compelling reasons why National Curriculum levels have been dropped. While the original idea of levels was that children worked their way up the levels, they have become overly influenced by other factors. Children were labelling themselves and comparing themselves to others in an adverse way, and they have been encouraged to move at an undue pace through the levels. But what are schools and individual teachers doing to respond to these changes and will these responses be acceptable to inspectors?
Fundamentals of Assessment in schools:
• How can pupils’ attainment and progress be assessed without levels?
Teacher records and tracking Attainment and Progress:
• How can attainment and progress be recorded and tracked?
• What approaches are being developed for recording attainment and progress?
• What will inspectors expect in relation to assessment, recording and tracking?
Assessment practice which support pupils’ learning as it happens:
• Embedding effective language for learning
• Dialogic teaching
• The need for a Growth Mindset
• The role of formative and summative assessments
Reports and Parent’s Evenings:
• Established best practice in Independent schools
• How can you report to parents in a way that is clear and accessible?
Course tutor: John Medlicott
*suitable for MA Postgraduate modules accredited by the University of Winchester
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