key stage 3 national strategy assessment for learning © crown copyright 2005

Key Stage 3National Strategy

Assessment for learning

© Crown Copyright 2005

Key Stage 3 National Strategy © Crown Copyright 2005

The content of this presentation may be reproduced free of charge by schools and local education authorities provided that the material is acknowledged as Crown copyright, the publication title is specified, it is reproduced accurately and not used in a misleading context. Anyone else wishing to reuse part or all of the content of this publication should apply to HMSO for a core licence.

The permission to reproduce Crown copyright protected material does not extend to any material in this publication which is identified as being the copyright of a third party.

Applications to reproduce the material from this publication should be addressed to:

HMSO, The Licensing Division, St Clements House, 2–16 Colegate, Norwich NR3 1BQFax: 01603 723000e-mail: [email protected]

Crown copyright statement

The content of this presentation may be reproduced free of charge by schools and local education authorities provided that the material is acknowledged as Crown copyright, the publication title is specified, it is reproduced accurately and not used in a misleading context. Anyone else wishing to reuse part or all of the content of this publication should apply to HMSO for a core licence.

The permission to reproduce Crown copyright protected material does not extend to any material in this publication which is identified as being the copyright of a third party.

Applications to reproduce the material from this publication should be addressed to:

HMSO, The Licensing Division, St Clements House, 2–16 Colegate, Norwich NR3 1BQFax: 01603 723000e-mail: [email protected]


Assessment for learning in everyday lessons



Objectives

To identify the key features of assessment for learning in good teaching and learning

To identify strategies for improving assessment for learning

Slide 1.1


Assessment for learning – definitions

‘In this paper… the term assessment refers to all those activities undertaken by teachers, and by their students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged.’

Black, P. and Wiliam, D. (1998)

‘Assessment for learning is… the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.’

Assessment Reform Group (2002)

Slide 1.2


Assessment for learning – key characteristics

Assessment for learning: is embedded in a view of teaching and learning of which it is an

essential part involves sharing learning goals with pupils aims to help pupils to know and recognise the standards they are

aiming for involves pupils in [peer and] self assessment provides feedback, which leads to pupils recognising their next steps

and how to take them promotes confidence that every pupil can improve involves both teacher and pupils reviewing and reflecting on

assessment data [information]

Assessment for learning: beyond the black boxAssessment Reform Group (1999)

Slide 1.3


Should we adopt assessment for learning across our school as a focus for improving teaching and learning?

Slide 1.4

Task


Ready for more?

Next half-term ‘have a go’.

Step 1Focus on one or two ‘key characteristics’ on handout 1.5 and identify some strategies to trial in a series of lessons

Step 2After the first few lessons, discuss with a colleague what went well and what did not. Persist for a minimum of 20 hours of trialling

Step 3Consider what further support or training might help you trial these strategies

Slide 1.5


The formative use of summative assessment



Objectives

To exemplify how assessment of learning can contribute to assessment for learning

To show how assessment for learning can: – help motivate pupils– encourage pupils to take more responsibility for their

own learning– actively involve pupils in setting their own individual

targets

Slide 2.1


Assessment for learning – key characteristics

Assessment for learning: is embedded in a view of teaching and learning of which it is an

essential part involves sharing learning goals with pupils aims to help pupils to know and recognise the standards they are

aiming for involves pupils in [peer and] self assessment provides feedback, which leads to pupils recognising their next steps

and how to take them promotes confidence that every pupil can improve involves both teacher and pupils reviewing and reflecting on

assessment data [information]

Assessment for learning: beyond the black boxAssessment Reform Group (1999)

Slide 2.2


Factors that contributed to the pupils’ learning

Making the learning objectives and learning outcomes clear to pupils

Placing the learning objectives in a longer-term context

Allowing time to think before answering questions

Providing oral feedback which helps move pupils on

Requiring pupils to self and peer assess

Training pupils how to work collaboratively

Familiarising pupils with the summative assessment criteria

Focusing feedback on specific targets for improvement

Allowing pupils to demonstrate their understanding in different ways

Slide 2.3


Ready for more?

Identify three ways you can carry out assessment for learning usingsummative assessment in your own subject, for example:

adapting National Curriculum level descriptions into pupil-friendly language to enable clearer feedback on progress in the National Curriculum

familiarising pupils with the objectives in subject frameworks

developing regular and planned periodic peer and self assessment opportunities

developing pupils’ skills in group talk

developing class, group and individual target setting

Where is the existing good practice in curriculum target setting in your school?

How can this good practice be shared more widely?Slide 2.4


Objective led lessons



Objectives

To define what is meant by learning objectives and learning outcomes

To demonstrate the purpose and importance of sharing learning objectives with pupils

To provide strategies for sharing learning objectives with pupils

Slide 3.1


Expected outcomes of the unit

At the end of this unit participants will be more confident in planning, using and sharing learning objectives with pupils

All teachers will have started to consider the implications for a consistent approach across the school

Slide 3.2


What the teacher intends pupils to learn

learning objectives

How achievement will be demonstrated by pupils

learning outcomes

Slide 3.3

Definitions


Which of the cards would you describe as a learning objective and which as a learning outcome?

Do any fall into both categories?

Do any fall into neither?

Slide 3.4

Task


Learning objective

To be able to use appropriate language to interpret and compare pie charts

Learning outcome

You can use the key words fraction, percentage and proportion when reading information from a pie chart

Slide 3.5

Example


Learning objective

To be able to use appropriate vocabulary to describe works of art

The big picture

In knowing the appropriate words to use, you will be better able to study, compare, understand and discuss the work of artists, other pupils and your own work

Slide 3.6

Example


Slide 3.7

Learning outcomes help teachers and pupils recognise achievement and support assessment and planning

e.g. Most pupils will be able to explain how the energy is transferred when rays of light shine on transparent, opaque and translucent materials

Some pupils will not have made so much progress and will describe what happens when rays of light shine on transparent, opaque and translucent materials

Some pupils will have progressed further and will be able to explain how the energy is transferred when different coloured filters are placed in the paths of the rays of light

Learning objectives for lessons in ‘pupil speak’ involve pupils in the assessment process and promote independent learning

e.g. Use the idea of energy transfer to explain what happens when rays of light shine on transparent, opaque and translucent materials

Teaching objectives are from frameworks or units of study and help teachers provide pupils with the ‘big picture’

e.g. Pupils should be taught to recognise that when light travels from a source it is transferring energy, and use this idea to explain the behaviour of light, including reflection and absorption


Writing learning objectives – common stems

By the end of the lesson pupils will:

know that … (knowledge: factual information, e.g. names, places, symbols formulae, events)

develop/be able to … (skills: using knowledge, applying techniques, analysing information, etc.)

understand how/why … (understanding: concepts, reasons, effects, principles, processes, etc.)

develop/be aware of … (attitudes and values: empathy, caring, sensitivity towards social issues, feelings, moral issues, etc.)

Learning objectives may also focus on how pupils learn (e.g. ‘to appreciate how peer assessment can help you to improve your own work’)

Slide 3.8


What strategies did the teacher use to share the learning objectives and outcomes with the pupils?

How did the teacher make sure that the pupils understood them?

Clip 1

Uses ‘WALT and ‘WILF’ to introduce objectives and outcomes

Uses just one learning objective and one learning outcome

Further explains nature of outcome (fact file) and what it will look like

Provides ‘big picture’ in terms of scientists’ concerns regarding the environment

Clarifies understanding of ‘certainty’ through questioning pupils

Assesses pupils’ initial understanding of the ‘facts’ and ‘theories’ themselves and the need to weigh up certainty of scientific understanding (through paddle exercise)

Clip 2

Uses flipchart to share learning objectives and outcomes with pupils

Reflects on learning objectives

Keeps to just two learning objectives

Goes through and breaks down the learning outcomes

Provides success criteria cards

Links success criteria back to principles of good design underpinning learning outcomes on flipchart

Asks questions to probe understanding of learning outcomes and rationale behind them

Sets a brief task to help assess their overview understanding of the planned outcome

Exemplifies the outcome which helps set standard aimed for

Uses success criteria cards to provide reference points during lesson

Clip 3

Overview of lesson placed in context of previous lesson

Uses cards to give stories for pieces of music

Exemplifies achievement of learning objectives and helps set standard by using a piece of music

Provides cards with objectives and success criteria

Pupils are questioned about previous lesson

Questions pupils to ensure they understand ‘elements of music’

Uses a piece of music to exemplify the success criteria

Questions pupils about success criteria

Cards provide reference during lesson Slide 3.9


If you were a pupil in each of the lessons on the video, would you be clear on: what you were aiming to learn in the lesson (the

learning objective)?

what you were going to do in the lesson (the activity or task)?

what you were expected to demonstrate at the end of the lesson (expected learning outcomes)?

Slide 3.10

Task


What was the teaching/medium-term objective (from the teaching framework or unit of study) and ’big picture’ for the lesson?

What were the learning objectives in pupil-friendly language for the lesson?

What were the activities or tasks used in the lesson?

What were the expected learning outcomes for the lesson?

What were the actual learning outcomes for the lesson and how did you find out?

Slide 3.11

Task


Establishing learning objectives

Teaching objectives provide the focus for learning objectives in individual lessons

In foundation subjects, schemes of work/units of study provide medium-term teaching objectives

In most lessons it is better to focus on two or three learning objectives

Some learning objectives might relate to improving how pupils learn (e.g. developing a thinking skill or learning strategy)

There may be a range of learning outcomes from one learning objective

Objectives and intended outcomes have most impact when they are shared in pupil-friendly language to help formulate questioning and focus the plenary

Slide 3.12


Ready for more?

Ensure there is a clear focus in your planning on what you intend pupils to learn (the learning objectives) and the evidence to demonstrate that pupils have achieved them (the learning outcomes)

Over the next four weeks introduce and focus lessons with learning objectives

Question pupils during the lessons to check that:- they understand the learning objectives- they can explain how they will know when they have achieved

them

Plan the use of questions and plenaries to focus on learning objectives and on recognising learning outcomes. Involve pupils actively in this

Having planned and shard the learning objectives with pupils, focus your written feedback on these objectives

Slide 3.13


Oral feedback



Objectives

To highlight how effective oral feedback develops pupils’ learning

To consider a range of strategies for giving effective oral feedback which can be both formal and informal

To help teachers plan for giving effective oral feedback

To help schools develop a whole-school policy linking and clarifying the relationship between oral and written feedback

Slide 4.1.1


Oral feedback

Slide 4.1.2

Teacher

Pupil

Pupil

Pupil

Teacher

Pupil


Some advantages of oral feedback

immediate and context-specific

dynamic and adaptable

ongoing

episodic

stimulating

personalised

versatile

motivating

Slide 4.1.3


Some possible difficulties of oral feedback

Instant responses from the teacher may not always be well considered Pupils may not act on oral feedback and may not take it seriously.

Other pupils may not listen to it Unplanned responses can become random and fail to develop pupils’

learning in a structured way Oral feedback is ephemeral Pupils may feel exposed by public feedback Pupils may not have the time needed to reflect on the feedback and

respond to it Feedback may not be immediately understood Individuals can dominate question and answer sessions Fast-paced question and answer sessions may be mistaken for

fast-paced learning Time for individual feedback is limited

Slide 4.1.4


Oral feedback

Specific

Non-specific

Negative Positive

Slide 4.1.5


Examples of oral feedback comments

You are not making the most of working in a group

I don’t think you have the foreground right

Well done – a well-constructed answer

Your results were not very consistent. You need to make sure you use the same volume of liquid

An excellent answer, but you could develop it further

Yes, good. Your accent is really improving

Slide 4.1.6


Continuum of oral feedback

Instant, informal reply

Interim review at the end of key episodes during a lesson to build on learning

Planned review with individual or groups of pupils focusing on their targets

Slide 4.1.7


A suggested sequence for giving individual oral feedback in a planned review

1. Plan feedback which is positive and specific

2. Reinforce the value and importance of the pupils’ contribution

3. Focus on recent learning objectives and learning outcomes in the context of pupil targets

4. Give the pupil(s) time to reflect and respond

5. Encourage the pupil(s) to ask questions to clarify their understanding of the progress they have made

6. Identify and agree the most important next steps in learning and revise pupil targets if necessary

7. Agree immediate and longer-term actions. Clarify when these will be reviewed, by whom, and what evidence will be sought Slide 4.1.8


Ready for more?

With reference to handout 4.1.2, plan to improve your questioning techniques as a method of giving effective oral feedback

Review which techniques are most successful and consider their use in your short-term planning

With a colleague, observe each other teaching, with an agreed focus on oral feedback. Use the grid on handout 4.1.2 to record which feedback techniques are used. Identify a technique that was effective and discuss together why it was

Experiment with using the suggested sequence for planning a formal review (on handout 4.1.6). Compare experiences with a colleague

In a lesson, plan and explain how pupils might use handout 4.1.4 with pupils to guide their oral feedback to each other

Slide 4.1.9


Written feedback



Objectives

To recognise the types of written feedback that best help pupils to improve

To focus written feedback on the learning objectives and planned learning outcomes of lessons so that pupils can see the immediate relevance of comments

To develop a strategy to provide written feedback that will better help pupils to improve

To contribute to developing a whole-school policy linking and clarifying the relationship between oral and written feedback

Slide 4.2.1


Quality feedback

Feedback to any pupil should be about the particular qualities of his or her work, with advice on what he or she can do to improve, and should avoid comparisons with other pupils

Feedback has shown to improve learning where it gives each pupil specific guidance on strengths and weaknesses, preferably without any overall marks

Inside the black box Black and Wiliam (1998)

Slide 4.2.2


Written feedback

Factors to consider:

pupil expectation

teacher expectation

shared learning objectives

shared learning outcomes

ideas of progression

recognition of pupil misconceptions and challenges

Slide 4.2.3


Developing quality written feedback

In order to improve the quality of feedback there must be explicit expectations about it. Teachers need to explain to pupils that, in line with whole-school policy: they will receive feedback on their work periodically and selectively such feedback will be focused on key priorities [the learning

objectives] such feedback will identify what they need to do to improve seeking help is an essential part of their learning and leads to

useful discussion about ways of learning feedback will require interactivity/action by the pupil

Formative assessment: implications for classroom practiceMcCallum, B (2000)

Slide 4.2.4


Some characteristics of constructive written feedback

focusing on the learning objectives selectively

confirming that pupils are on the right track

stimulating the correction of errors or improvement of a piece of work

scaffolding or supporting pupils’ next steps

providing opportunities for pupils to think things through for themselves

commenting on progress over a number of attempts

avoiding comparisons with other pupils

providing pupils with the opportunities to respondSlide 4.2.5


Teacher’s comments

Relate to the lesson objectives

Relate to differentiated learning outcomes linked to progression

Specific advice for moving forward

Give positive feedback

Challenge the pupil to think for herself

Provide a framework to discuss work with the teacher

Expect a response

Slide 4.2.6


Do the comments reflect the subject?

Is the pupil’s positive self-esteem promoted?

Does the marking reflect the lesson objectives and learning outcomes?

Does the selected piece represent a milestone in the pupil’s learning route?

Are the pupil’s next steps easy to see?

Are there further challenges set?

How does this compare with the original marking?

How might pupils benefit from this approach?

Analysing teacher comments

Slide 4.2.7


In a department meeting, look at a sample of pupil’s work from a year group alongside the relevant part of the scheme work:

– How well does the observed work relate to the planned learning objectives?

– How effectively is the written feedback focused on the learning objectives?

Sample pupils’ work in a year group or class to establish whether there is evidence that objective-based written comments are being acted on, and that there are opportunities given for pupils to address the comments

Slide 4.2.8

Ready for more?


Over the month, plan time in lessons for pupils to respond and act upon their written comments

As a department, or in pairs, look at the pupils’ work and evaluate the impact of focusing on objectives

In your department, agree key pieces of work for the next term that represent milestones in pupils’ learning

Establish the marking criteria and share them with pupils with explicit reference to standards in the subject

Focus your feedback on these criteria and guide pupils on how they could improve

Slide 4.2.9

Ready for more?


Peer and self assessment



Objectives

To provide strategies which promote and develop peer and self assessment

To help enable participants to identify opportunities to introduce these strategies when planning lessons

Slide 5.1


Roles and responsibilities

Teachers and pupils assess progress towards achieving a lesson’s learning outcomes

Teachers and pupils provide each other with informative feedback regarding progress

Teachers are responsible for planning opportunities for pupils to reflect in their progress and to respond to feedback from their teachers and their peers

Pupils are responsible for acting upon feedback from their teachers and their peers

Slide 5.2


Effective peer and self assessment

Key requirements in developing these skills:

Expected learning outcomes must be explicit and transparent to pupils

Pupils need to be able to identify when they have met some or all of the success criteria

Pupils need to be taught the skills of collaboration in peer assessment

Pupils need to be able to assess their own progress to become more independent learners

Slide 5.3


Implications for teaching

To develop peer and self assessment teachers need to:

train pupils over time to assess their work and the work of others

plan peer and self assessment opportunities in lessons

explain the learning objectives and intended outcomes behind each task

guide pupils to identify their next steps

frequently and consistently encourage pupils’ self-reflection on their learning

plan opportunities and time to allow pupils to do itSlide 5.4


Ready for more?

In your department, identify existing and potential peer and self assessment opportunities from the scheme of work for a year group or unit

Within the next half-term, plan opportunities and experiment with a variety of types of peer and self assessment using some of the techniques outlined in appendix 5.1

Agree a review meeting, which focuses on the gains made in pupils’ learning

Select a subject-specific task or activity that enables pupils to evaluate their own performance

Agree the criteria for assessment with pupils, the principles for how they should assess and, initially, model how you would expect them to do it

Observe them assessing their work and provide feedback on how well they did it and how they might improve it in the future

Slide 5.5


Curricular target setting



Objectives

To define what is meant by curricular target setting

To explain and exemplify the principles of curricular target setting

To outline the process of setting curricular targets

Slide 6.1


The purposes of target setting

To use sources of information, including attainment data, to focus plans on raising standards of pupil attainment

To ensure pupils’ prior attainment and achievement is built upon throughout the key stage

To identify and focus teaching on areas of underperformance

To actively support improved learning outcomes for underachieving groups of pupils

Slide 6.2


Definition of curricular targets

A curricular target expresses in words, supported by data, a specific aspect of the curriculum as a focus for improvement

It may be focused by numeric outcomes

It is identified from a range of sources as an area of weakness in pupils’ learning

Curricular targets can be:

for a whole class, a group of pupils, an individual pupil

long-term (e.g. term or year), medium-term (e.g. few weeks), short-term (e.g. few lessons)

Slide 6.3


The route to improvement

Information gathering

Information analysis

Identification of strengths

and weaknesses• Quality of teaching• Quality of learning• The ‘subject’ curriculum• Resources• Groups of pupils

Actions and success criteria

Ongoing information gathering through monitoring and evaluation

Measurable improvements in standards of attainment

Formative and summative assessment

dataWork samples

Teachers’ professional judgements

Lesson observation data

Planning documentation

Pupil questionnaires and interviews

Staff development• Inset/training• Consultancy• Department meetings• Team teaching• Peer coaching• Other

Curriculum• Revision of schemes/units• Curricular targets• Assessment for learning• Resource development• Pupil support• Other

Slide 6.4


Target

What sort of target is

this?

Who is it for?

How often is it

reviewed?

Who is responsible for

the review?

In science the performance of pupils will improve from 65% to 75% at level 5+ at the end of KS3 by July 06

I will focus on planning my own investigation, saying what I think will happen, what will change and what I will measure

Slide 6.5


Slide 6.6

Target

What sort of target is

this?

Who is it for?

How often is it reviewed?

Who is responsible for

the review?

In science the performance of pupils will improve from 65% to 75% at level 5+ at the end of KS3 by July 06

Numerical

Whole key stage

Long term

Current year 7 pupils and

their teachers

Yearly Subject leader

Key Stage 3 science teachers

I will focus on planning my own investigation, saying what I think will happen, what will change and what I will measure

Curricular

Learning target

Short term

Group of pupils

Individual pupils

Half termlyThe pupil

The teacher


Layers of curricular targets

Slide 6.7

Key stage

Year group

Class

Group/ pupil


Progression in a curricular target

Slide 6.8

Key Stage 3 numerical target

In science, the performance of pupils in scientific enquiry will improve from 65% to 75% at level 5+ by the end of the key stage in July 2006.

Key Stage 3 curricular target

All pupils to further develop their skills in presenting and interpreting data arising from scientific enquiry work, to enable departmental level 5+ targets to be achieved in July 2006.’

In Year 7

Pupils present and interpret results in a variety of simple formats (e.g. tables, simple graphs including line graphs).

In Year 8

Pupils collect, store and present first-hand experimental information and that gathered from secondary sources using ICT. Pupils use several different presentational forms, including graphs.

In Year 9

Pupils become more independent in their choice of appropriate methods for communicating and interpreting qualitative and quantitative data.


Curriculum planning

Lesson planning

Teaching strategies

Focusing on the needs of groups of pupils

Slide 6.9

Reaching targets


Ready for more?

Identify a curricular target from the outcomes of an end of unit or end of year assessment

For core subjects you may wish to refer to the relevant QCA Implications for teaching document to stimulate discussion and inform relevant curricular targets for your subject

Use handouts 6.4 and 6.5 to assist in layering the target for each year group

In pairs, carry out a scrutiny of pupil work from a particular topic in ayear group

Identify areas of weakness in pupils’ understanding and compare these outcomes with the intended learning outcomes

Agree a relevant curricular target that matches with this evidence and plan the teaching necessary to address it

Slide 6.10


Securing progression



Objectives

To understand the need to plan for different types of learning outcomes and curricular targets.

To understand the need for different intervention strategies to enable pupils to make progress towards achieving curricular targets.

To identify strategies which enable pupils to take responsibility for their own progress and become more independent learners.

Slide 6.2.1


Clarification of terminology

Learning outcomes state what pupils need to do to demonstrate achievement of a learning objective and are, therefore, relatively short term goals. They need to be expressed in pupil friendly language and help both teachers and pupils recognise success.

Like learning outcomes, curricular targets also state what pupils need to do to demonstrate achievement but they are longer term. They focus on a specific aspect of the curriculum which has been identified as an area of weakness in pupils’ learning and set a benchmark standard for improvement. Teachers should be mindful of building progression towards curricular targets when identifying learning objectives and outcomes for lessons.

Slide 6.2.2


Continuum diagram

Cross curricular targets

Short term learning outcomes

Long term curricular targets

Subject study unit specific

N. Knows the different properties of hardwoods and softwoods.

H. Can manipulate an image in a PowerPoint presentation.

Q. Can use simple connectives to write a short paragraph of complex sentences in French.

B. Can structure and organise extended explanatory writing.

Slide 6.2.3


Continuum diagram






H. Can manipulate an image in a PowerPoint presentation. Q. Can use simple

connectives to write a short paragraph of complex sentences in French.


Slide 6.2.3


Continuum diagram






H. Can manipulate an image in a PowerPoint presentation.

Q. Can use simple connectives to write a short paragraph of complex sentences in French.


Slide 6.2.3


Whole school scenario

Rutherford School has chosen Literacy and Learning (LaL) as a whole school focus for improvement. At its launch the senior leader team wanted to model an approach which would support teachers in unpicking progression towards LaL objectives. They decided to focus on a year 8 objective in the Structuring and organising writing strand:

S7 Develop different ways of linking paragraphs using a range of strategies to improve cohesion and coherence

They collected samples of Year 8 pupil work from three departments to inform this.

Slide 6.2.8


Developing independent learners

‘Peer and self assessment by pupils, far from being a luxury, is in fact an essential component of formative assessment. When anyone is trying to learn, feedback about the effort has three elements: recognition of the desired goal, evidence about present position, and some understanding of a way to close the gap between the two. All three must be understood to some degree by anyone before he or she can take action to improve learning.’

R. Sadler cited in Inside the Black Box

Slide 6.2.9


Questioning and dialogue



Objectives

To recognise effective dialogue for learning and how it helps pupils become more independent learners.

To understand the importance of questioning in creating effective dialogue.

To consider strategies that develop whole-class and/or group dialogue.

To understand that some strategies to promote dialogue are planned in advance while other involve seizing opportunities during a lesson.

Slide 7.1


The big question

What makes the dialogue in transcript 2 more effective than that in transcript 1?

Slide 7.2


Research into questioning and dialogue

‘Assessment for learning is at its best when learning is shaped as evidence of pupils’ understandings and misconceptions are being revealed during dialogue. To do this well teachers need to draw upon their knowledge of their subject, of pedagogy and most importantly of the pupils themselves.’

Harrison, Black and Hogden

Slide 7.3


Plenary task

For one strategy you consider to be of high value for creating classroom dialogue, consider what would be the most appropriate way of developing that strategy across your department.

Consider a range of possible development activities such as:

formal training;

collaborative planning;

coaching;

lesson observation;

…either singly or in combination.

Slide 7.4

key stage 3 national strategy assessment for learning © crown copyright 2005

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