Transcript AfL training material

Key Stage 3
National Strategy
Assessment for learning
© Crown Copyright 2005
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Key Stage 3 National Strategy
© Crown Copyright 2005
Key Stage 3
National Strategy
Assessment for learning
in everyday lessons
© Crown Copyright 2005
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
Key Stage 3 National Strategy
© Crown Copyright 2005
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
Key Stage 3 National Strategy
© Crown Copyright 2005
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 box
Assessment Reform Group (1999)
Slide 1.3
Key Stage 3 National Strategy
© Crown Copyright 2005
Task
Should we adopt assessment for
learning across our school as a focus
for improving teaching and learning?
Slide 1.4
Key Stage 3 National Strategy
© Crown Copyright 2005
Ready for more?
Next half-term ‘have a go’.

Step 1
Focus on one or two ‘key characteristics’ on handout 1.5
and identify some strategies to trial in a series of
lessons

Step 2
After 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 3
Consider what further support or training might help you
trial these strategies
Slide 1.5
Key Stage 3 National Strategy
© Crown Copyright 2005
Key Stage 3
National Strategy
The formative use of
summative assessment
© Crown Copyright 2005
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
Key Stage 3 National Strategy
© Crown Copyright 2005
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 box
Assessment Reform Group (1999)
Slide 2.2
Key Stage 3 National Strategy
© Crown Copyright 2005
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
Key Stage 3 National Strategy
© Crown Copyright 2005
Ready for more?
Identify three ways you can carry out assessment for learning using
summative 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?
Key Stage 3 National Strategy
Slide 2.4
© Crown Copyright 2005
Key Stage 3
National Strategy
Objective led lessons
© Crown Copyright 2005
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
Key Stage 3 National Strategy
© Crown Copyright 2005
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
Key Stage 3 National Strategy
© Crown Copyright 2005
Definitions
What the teacher intends pupils to learn
learning objectives
How achievement will be demonstrated by pupils
learning outcomes
Slide 3.3
Key Stage 3 National Strategy
© Crown Copyright 2005
Task
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
Key Stage 3 National Strategy
© Crown Copyright 2005
Example
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
Key Stage 3 National Strategy
© Crown Copyright 2005
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
Key Stage 3 National Strategy
© Crown Copyright 2005
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
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
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
Slide 3.7
Key Stage 3 National Strategy
© Crown Copyright 2005
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
Key Stage 3 National Strategy
© Crown Copyright 2005
Clip
1
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?
Uses ‘WALT and ‘WILF’ to introduce objectives and
outcomes
Clarifies understanding of ‘certainty’ through questioning
pupils
Uses just one learning objective and one learning
outcome
Assesses pupils’ initial understanding of the ‘facts’ and
‘theories’ themselves and the need to weigh up certainty of
scientific understanding (through paddle exercise)
Further explains nature of outcome (fact file) and
what it will look like
Provides ‘big picture’ in terms of scientists’ concerns
regarding the environment
Clip
2
Uses flipchart to share learning objectives and
outcomes with pupils
Asks questions to probe understanding of learning outcomes
and rationale behind them
Reflects on learning objectives
Sets a brief task to help assess their overview understanding
of the planned outcome
Keeps to just two learning objectives
Goes through and breaks down the learning
outcomes
Provides success criteria cards
Exemplifies the outcome which helps set standard aimed for
Uses success criteria cards to provide reference points during
lesson
Links success criteria back to principles of good
design underpinning learning outcomes on flipchart
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
Key Stage 3 National Strategy
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
© Crown Copyright 2005
Task
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
Key Stage 3 National Strategy
© Crown Copyright 2005
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
Key Stage 3 National Strategy
© Crown Copyright 2005
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
Key Stage 3 National Strategy
© Crown Copyright 2005
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
Key Stage 3 National Strategy
© Crown Copyright 2005
Key Stage 3
National Strategy
Oral feedback
© Crown Copyright 2005
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
Key Stage 3 National Strategy
© Crown Copyright 2005
Oral feedback
Teacher
Pupil
Pupil
Teacher
Pupil
Pupil
Slide 4.1.2
Key Stage 3 National Strategy
© Crown Copyright 2005
Some advantages of oral feedback

immediate and context-specific

dynamic and adaptable

ongoing

episodic

stimulating

personalised

versatile

motivating
Slide 4.1.3
Key Stage 3 National Strategy
© Crown Copyright 2005
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
Key Stage 3 National Strategy
© Crown Copyright 2005
Oral feedback
Specific
Positive
Negative
Non-specific
Slide 4.1.5
Key Stage 3 National Strategy
© Crown Copyright 2005
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
Key Stage 3 National Strategy
© Crown Copyright 2005
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
Key Stage 3 National Strategy
© Crown Copyright 2005
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
Key Stage 3 National Strategy
© Crown Copyright 2005
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
Key Stage 3 National Strategy
© Crown Copyright 2005
Key Stage 3
National Strategy
Written feedback
© Crown Copyright 2005
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
Key Stage 3 National Strategy
© Crown Copyright 2005
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
Key Stage 3 National Strategy
© Crown Copyright 2005
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
Key Stage 3 National Strategy
© Crown Copyright 2005
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 practice
McCallum, B (2000)
Slide 4.2.4
Key Stage 3 National Strategy
© Crown Copyright 2005
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 respond
Slide 4.2.5
Key Stage 3 National Strategy
© Crown Copyright 2005
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
Key Stage 3 National Strategy
© Crown Copyright 2005
Analysing teacher comments

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?
Key Stage 3 National Strategy
Slide 4.2.7
© Crown Copyright 2005
Ready for more?


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
Key Stage 3 National Strategy
© Crown Copyright 2005
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
Key Stage 3 National Strategy
© Crown Copyright 2005
Key Stage 3
National Strategy
Peer and self assessment
© Crown Copyright 2005
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
Key Stage 3 National Strategy
© Crown Copyright 2005
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
Key Stage 3 National Strategy
© Crown Copyright 2005
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
Key Stage 3 National Strategy
© Crown Copyright 2005
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’ selfreflection on their learning

plan opportunities and time to allow pupils to do it
Slide 5.4
Key Stage 3 National Strategy
© Crown Copyright 2005
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
Key Stage 3 National Strategy
© Crown Copyright 2005
Key Stage 3
National Strategy
Curricular target setting
© Crown Copyright 2005
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
Key Stage 3 National Strategy
© Crown Copyright 2005
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
Key Stage 3 National Strategy
© Crown Copyright 2005
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
Key Stage 3 National Strategy
© Crown Copyright 2005
The route to improvement
Lesson observation data
Planning documentation
Pupil questionnaires and
interviews
Curriculum
• Revision of schemes/units
• Curricular targets
• Assessment for learning
• Resource development
• Pupil support
• Other
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
Formative and summative
assessment data
Work samples
Teachers’ professional
judgements
Staff development
• Inset/training
• Consultancy
• Department meetings
• Team teaching
• Peer coaching
• Other
Ongoing information gathering through monitoring and evaluation
Measurable improvements in standards of attainment
Key Stage 3 National Strategy
Slide 6.4
© Crown Copyright 2005
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
Key Stage 3 National Strategy
© Crown Copyright 2005
Target
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
What sort
of target is
this?
Who is it
for?
How often is
it reviewed?
Who is
responsible for
the review?
Numerical
Current year
7 pupils and
their teachers
Yearly
Subject leader
Whole key
stage
Key Stage 3
science teachers
Long term
Curricular
Learning
target
Short term
Group of
pupils
Half termly
The pupil
The teacher
Individual
pupils
Slide 6.6
Key Stage 3 National Strategy
© Crown Copyright 2005
Layers of curricular targets
Group/
pupil
Class
Year group
Key stage
Slide 6.7
Key Stage 3 National Strategy
© Crown Copyright 2005
Progression in a curricular target
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
In Year 8
In Year 9
Pupils present and
interpret results in a
variety of simple
formats (e.g. tables,
simple graphs
including line
graphs).
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.
Pupils become more
independent in their
choice of appropriate
methods for
communicating and
interpreting qualitative
and quantitative data.
Slide 6.8
Key Stage 3 National Strategy
© Crown Copyright 2005
Reaching targets

Curriculum planning

Lesson planning

Teaching strategies

Focusing on the needs of groups of pupils
Slide 6.9
Key Stage 3 National Strategy
© Crown Copyright 2005
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 a
year 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
Key Stage 3 National Strategy
© Crown Copyright 2005
Key Stage 3
National Strategy
Securing progression
© Crown Copyright 2005
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
Key Stage 3 National Strategy
© Crown Copyright 2005
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
Key Stage 3 National Strategy
© Crown Copyright 2005
Continuum diagram
Cross curricular targets
Short term
learning
outcomes
N. Knows H.
theCan manipulate
different properties
an image in a
of hardwoods
and
PowerPoint
softwoods.presentation.
Q. Can use simple
connectives to write a
short paragraph of
complex sentences in
French.
Subject study
unit specific
Key Stage 3 National Strategy
B. Can structure and
organise extended
explanatory writing.
Long term
curricular
targets
Slide 6.2.3
© Crown Copyright 2005
Continuum diagram
Cross curricular targets
Short term
learning
outcomes
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.
Long term
curricular
targets
N. Knows the
different properties
of hardwoods and
softwoods.
Subject study
unit specific
Key Stage 3 National Strategy
Slide 6.2.3
© Crown Copyright 2005
Continuum diagram
Cross curricular targets
H. Can manipulate
an image in a
PowerPoint
presentation.
Short term
learning
outcomes
Q. Can use simple
connectives to write a
short paragraph of
complex sentences in
French.
B. Can structure and
organise extended
explanatory writing.
Long term
curricular
targets
N. Knows the
different properties
of hardwoods and
softwoods.
Subject study
unit specific
Key Stage 3 National Strategy
Slide 6.2.3
© Crown Copyright 2005
Continuum diagram
Cross curricular targets
H. Can manipulate
an image in a
PowerPoint
presentation.
Short term
learning
outcomes
B. Can structure and
organise extended
explanatory writing.
Q. Can use simple
connectives to write a
short paragraph of
complex sentences in
French.
Long term
curricular
targets
N. Knows the
different properties
of hardwoods and
softwoods.
Subject study
unit specific
Key Stage 3 National Strategy
Slide 6.2.3
© Crown Copyright 2005
Continuum diagram
Cross curricular targets
B. Can structure and
organise extended
explanatory writing.
H. Can manipulate
an image in a
PowerPoint
presentation.
Short term
learning
outcomes
Q. Can use simple
connectives to write a
short paragraph of
complex sentences in
French.
Long term
curricular
targets
N. Knows the
different properties
of hardwoods and
softwoods.
Subject study
unit specific
Key Stage 3 National Strategy
Slide 6.2.3
© Crown Copyright 2005
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
Key Stage 3 National Strategy
© Crown Copyright 2005
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
Key Stage 3 National Strategy
© Crown Copyright 2005
Key Stage 3
National Strategy
Questioning and dialogue
© Crown Copyright 2005
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
Key Stage 3 National Strategy
© Crown Copyright 2005
The big question
What makes the dialogue in transcript 2 more
effective than that in transcript 1?
Slide 7.2
Key Stage 3 National Strategy
© Crown Copyright 2005
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
Key Stage 3 National Strategy
© Crown Copyright 2005
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
© Crown Copyright 2005