TEACHING, LEARNING

AND ASSESSMENT -
THE FUNDAMENTALS THAT
MAKE A DIFFERENCE!
PONTEFRACT ACADEMIES TRUST

CONTENTS
Page 5 – The Learning Process

Page 11 – What Makes Good Learning?

Page 17 – Stick to What Makes a Difference!

Page 33 – Planning for Group Work

Page 38 – Effective Questioning

Page 41 – The Art of Effective Feedback

Page 44 – Assessing Learning

Page 52 – Developing Literacy Skills

Page 58 – Stretch and Challenge for the More Able Students

Page 62 – A Framework for Revision and Learning

Page 64 – Homework

Page 69 – Tracking Progress – Are We Getting It Right?

Page 73 - The Importance of Creating Independent Learners

Page 76 – What Must We Consider to Support our Disadvantaged Learners?

Page 82 – The NQT

Page 91 – Curriculum Leadership – The Important Questions

Page 94 - Notes

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PONTEFRACT ACADEMIES TRUST

I AM A TEACHER THE LEARNING PROCESS

Learning is a messy business that Learning is not simply a sequential

– WHAT IS MY
occurs inside the individual, and process (although new learning
personalised, milieu of the student does require existing neuronal
brain. In an ever changing, and pathways to be activated and

INTENTION?
challenging profession, it is our connections to be made
job as teachers to elucidate the between what is already known).
mechanisms by which our students If we take the simple model
process, contextualise and retain highlighted on page 6
the information we are supplying (X-Y-Z model) it can be
them with. Learning is a whole manipulated to inform our teaching
Teaching is more than just a job; it’s a way of life, a mindset, a journey of brain activity and involves multiple and assessment strategies. It is
self-discovery. We have the power to create or destroy! In collaboration locations and communication important to remember that you
with students and parents we can share dreams, calm fears, influence between neurons in both cannot force your brain to learn
thinking and be remembered for generations. We hold the future in our hemispheres. Whilst both disconnected facts. Learning occurs
hands and with that comes no greater responsibility. We just simply have hemispheres are required for on a continuum starting with an
to believe in others. learning to take place there is understanding of where content,
strong scientific evidence that the facts and knowledge fit in an existing
The individual learner should be central to any educational right hemisphere generates holistic understanding of the world we live Since learning inherently requires
philosophy we adopt. Gone are the days where a “one size fits all” understanding of incoming sensory in. Our brains are designed to solve acquisition of new information,
strategy is good enough to cater for the individual and collective needs stimuli. It has greater integrative problems and make sense of our brains’ propensity to focus on
of a dynamic and varied classroom cohort. The teachers’ role has power than the left hemisphere sensory input; not to store random the novel and forget the redundant
evolved from a provider of information to a facilitator of learning. In a and is constantly searching for facts long term for future use. make it a natural learning ally.
world of league tables, judgements and policy changes, it should be patterns that create “the big Of greater relevance to us are In fact, our brains are hard wired to
every teacher’s duty to “get stuck in” to learning. We should also actively picture”. Research has proven that the factors we can influence to learn from the moment we are born.
encourage the development of lifelong learning skills with the students in contextual understanding depends augment the efficacy of our teaching
our care. Vision statements from most schools and colleges convey their on the right frontal lobe for meaning strategies. They include the However, if this is the case -
support in the development of confident, capable and skilful students. to be conveyed. This is especially promotion of deep processing, brain
They encourage students to open their minds to the exploration of important when it comes to language compatibility (information in stories is q Why does learning so often
possibilities that aim to prepare them for globalisation in a world full of comprehension and provides us retained longer than information that disappear in the brain?
transferable skill sets and technological advancements. In essence, we with a rationale to ensure that is abstract), and maybe the most
need to make it our mission to equip our students with habits that will students are given an opportunity, important of all, meaningfulness. q Why is retention of
allow them to cope with change. perhaps as a starting point in their information so difficult?
learning, to be taught context and Our memory system is intimately
It is a privilege to teach and play a role in the development of a young rationale. People with right integrated into our emotional and q Why is forgetting so easy?
person’s academic and personal maturity. Converting potential into reality hemisphere brain damage rarely sensory systems. Think of how
should be our central purpose. We are shaping the future and creating a understand humour, as humour difficult it is to recall previously The answers to these questions
new generation of citizens that will contribute to our ever evolving society. relies on context. The left learned information, or learn will hopefully be explained in the
Our work is tangible in every respect and with that there can be no hemisphere decodes the sum something new, if we are stressed, text below to some degree.
greater accountability. By embracing diversity, committing to excellence, of all parts and deals with the tired or cannot relate to the Of wider consideration, and
overcoming challenges and working together, we can ensure that every individual components presented. content. The more we practice something that we need to think
student becomes the best possible version of themselves. To use a simple analogy the right and rehearse something new the about, is how students revise and
hemisphere “sees” a easier it is for our brain to transmit learn over time. Low impact
person as a whole body; the these experiences efficiently and strategies like mass highlighting,
left knows that it is made up of store them for ready access later. re-reading, note copying and poor
arms, legs, eyes, ears etc. This process is called fluency. mind mapping need to be discussed
with students as they often lead to
an overestimation of expertise.

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PONTEFRACT ACADEMIES TRUST

A SIMPLE MODEL
FOR LEARNING

DRILING DOWN

DEVELOPING THE LEARNING PROCESS

If we are to take learning as a progressive
Once the “big picture” contextual learning
Novice User Expert development of skills and knowledge
has occurred in the classroom we must
then the latter stages are related to being
Point: X Y Z “drill down” to reinforce prior learning
able to use learning in multiple formats;
and provide opportunities for students to
including the abstract (Point Z). At this
Level: Big picture Medium picture Small picture apply new knowledge in the context of
point in the learning process expertise is
the examination. “Mid picture” learning
Skills: Basic knowledge Processing and Abstract understanding, developed and students can manipulate
(Point Y) requires a different teaching
understanding application in unfamiliar their understanding in both the contextual
strategy. Learning at this stage requires
and abstract form. If you think of how
context and extension more rigorous processing and the ability
examinations are presented they are
to communicate fluently on paper.
often designed to be progressively more
Assessment: Entry level questions Medium difficulty Most difficult Teaching the students the skills of
difficult as one progresses through a
level/tasks questions/tasks written communication to match their
paper or task. The skills required to move
inherent knowledge can be often
up through the mark bands are notably
frustrating. It is not uncommon for
Time to teach: Hours Often weeks Can take months different. An explicit decoding of the
students to have secure knowledge in
skills is required in conjunction with the
their heads but a lack of skills to put it
removal of emerging barriers to learning.
down on paper. Teaching strategies at
At this stage in learning teachers often
this stage require elements of the
need to spend more time on the following:
following:
Imagine you are teaching curriculum content for the first time.
q Developing the students’ extended
q Identification of how content is
How does our understanding of brain mechanisms influence the way in which we teach and writing skills.
assessed.
assess?
q Making links between content more
Point X – generating the big picture: You would not expect students to understand the intricacies q Analysing assessment data to
obvious.
of content, or to be able to manipulate information as we do, after one lesson. Expertise development isolate areas students previously
takes time, effort, rehearsal and repetition. The starting point, and the generation of context and rules, underachieved.
q Improved analysis of text.
requires “scene setting” activities. One of the most important things we can do in a classroom is to
ensure that new learning is observed through the eyes of the students. Base lining, or assessing what q Identification of command words in
q Reading and interpretation skills.
they already know, is essential to generate new learning. It is at this point that new information should questions and developing strategies
be presented through discussion, exploration, questioning and context. to write fluently.
q Abstract thought processes.
Creating strong, emotionally relevant context for the students at this stage is essential for long term q The use of key terms, ideas or skills
retention. Most of the learning at this stage will be fact based, or early level skills based. Imagine a q Teaching them the differences between
that obtain marks. strong and weak answers.
Velcro wall of knowledge that you want to create at this stage for future use, and the facts as sticky
balls that we throw at it. We all know what it is like to remember facts, or skills, one day and forget
them the next. Without reinforcement these “sticky fact balls” either fall off or form weak connections. q A literacy strategy that ensures q Ensuring challenging questions can be
Over time they may disappear and prior learning can become undone. students can decode questions and decoded before planning responses.
develop effective written
At this stage in learning, making the information presented relevant to the students is essential. communication. q Ensuring skills are fine tuned to
Finding out what they know, and how content fits in with their world views and prior understanding, is represent the marking criteria.
essential. Ensure all students have the opportunity to discuss the content. Set out non-negotiable facts q Peer assessment.
that need to be reinforced. Make sure the notes that they are taking are personalised and examples of
how this information fits “through their eyes” with examples are recorded. Discussion based learning, q Focused group work that involves
with collective modelling of how the content is used, is the best teaching strategy at this point. problem solving and modelling.
Asking the right questions to gauge processing rates also needs to be carried out.

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PONTEFRACT ACADEMIES TRUST

ASSESSMENT
STRATEGIES
q Assessment skills require time to Assessments provide us with a TRACKING
LEARNING
develop. snapshot of learning rates. A circular
assessment strategy to reinforce
q Regular assessment progressively learning can be a powerful teaching
develops the skills required to cope
with the examination process.
tool. For example consider the
following:
OVER TIME
q Students learn best when the focus q Mark a student’s test.
If students keep a “live” record of what they cannot
of learning is not just tests – we
do following assessment then learning can be

CASE STUDY
have to find the balance between q Record for yourself what they can do
personalised. Most importantly of all when
assessment capability and a love of well and what they currently cannot do.
it comes to revision, intervention and skills
lifelong learning. Information is much
q Provide feedback that is directional development, having a record of what you
more likely to be retained when the
to the student; in other words what cannot do over time can be used to supplement the Students, in their notes, had a column
students actually enjoy their learning
have they got to do about the parts revision strategy. Teachers who work with groups running down the side of their page and
and understand the links between their
that they cannot do? Is it a quick fix of students who have a similar problem (in or out of a box at the bottom of their page. In the
learning and future development.
or something that requires more input the lesson) can provide solutions and ensure that column, adjacent to the student’s notes,
from you or their peers? students have an understanding of how to address the teacher was linking the notes they were
q Assessment strategies that astutely
errors and misconceptions. In short, students who taking to previous assessment questions (by
provide information on what the
q Use assessment information wisely. require more input from the teacher obviously difficulty level). Every time the students were
students currently can and cannot do
Once you go through a test with the require more opportunities to reinforce, rehearse revising their notes they had direct links to
are essential. In learning, failure can
class create a summary of what you and practice their craft. A good teacher uses where the content was previously assessed.
often be used positively to make new
found. This information can be used assessment data as a tool to reinforce key areas for The box at the bottom of the page was for
learning happen. We often learn best
to plan for future assessments, to improvement. student evaluation. In this box, as part of
when we learn from our mistakes.
design question types that are causing their homework, they had to record what they
Students with a fear of failure do not
difficulty, to inform homework and Repetition and persistent rehearsal are powerful could not do and why they could not do it.
learn long term as they should.
group work activities, or lesson starters tools that we can utilise to develop the more difficult This information was used by the teacher
q Develop the abilities of the students and plenaries. areas of the exam. If students are already experts in to reinforce prior learning, provide bespoke
to design and mark their own these areas then use them to support the less able. intervention and create future assessment
assessments. q Keep coming back to areas that The best decoding of difficult content often comes questions to elucidate the impact of their
students have underscored on. Keep from the students not the teachers. Use input over time.
reinforcing and teaching them the skills them as additional resources in the classroom.
and content over time to alleviate prior This strategy develops self-confidence, collective The students could only get their notes
errors. accountability and creates a dynamic learning countersigned by the teacher when they
atmosphere. Alternatively, these are the students provided a robust evidence base that the
q Students are coached in the self- that need to be writing examination questions, with problems identified were overcome. This type
reflective process. solutions and marking criteria, with you or for you. of teaching strategy also develops additional
It is them after all that need to develop exam learning skills (self-reflection, identification of
q Small manageable steps are provided robustness not us. learning barriers, resilience) that the students
to move students toward the “finish will need as they move through the
line” of the learning expected of them. educational system. Homework for the
more able students involved the creation of
questions and mark schemes that assessed
their learning over time. These questions,
and the mark schemes they developed, were
shared at the whole class level. This was
done with a year 9 class.

AN ASSESSMENT GOOD PRACTICE CASE STUDY

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PONTEFRACT ACADEMIES TRUST

TRACKING WHAT MAKES

GOOD LEARNING?
LEARNING We have learned more about the learning process over the
past twenty years than we have learned in past two hundred!

OVER TIME
With the mysticism behind learning being greatly decoded,
are we as teachers responding with a deliberate pedagogical
shift in our curriculum delivery strategies? Are we rising to the
challenge of 21st learning initiatives? More importantly, do we
need to do anything different? With our increased knowledge of
how learning takes place I dare say we have an accountability
to augment our repertoire of teaching strategies so that we can
strive to become expert facilitators of learning.
+ LISTEN ATTENTIVELY
Stick to what makes a difference!
Firstly, we need to debunk some common fallacies, or
The new assessment regimes imposed
on teachers will mean that we have to
+ READ CURIOUSLY neuro-myths, associated with the way in which we learn. In
the late 1990s there was a fundamental requirement to match
evolve and tweak the way in which we
the learning styles of our teaching cohorts. It was met with a
teach over time. Intrinsic to the success + THINK CRITICALLY plethora of lesson plans singling out the visual, auditory and
of the students in our care will be how
kinaesthetic learners that sat eagerly awaiting their ‘input
we assess them in the short, medium
channel’ to be stimulated in the classroom. This benefited
and long term so we can ascertain more + KNOW THE the egalitarian view of education but often restricted the
astutely what they can and cannot do. ASSESSMENT PROCESS ‘playground of the mind’ that is intrinsically linked to making
Understanding the manner in which
sense of incoming information.
information is encoded and retrieved in
the brain of young people that are still + REVISE EFFECTIVELY We now know of course that learning requires meaningful
developing their social, emotional and
contextual input that engages previously existing schematas.
reflective capacities, is vital to how we
+ MAP MINDFULLY This allows students to make sense of the world around them
teach. Knowing more about the learning
and to process the information being provided to them.
process for different age groups can
only help; simple models that reflect the
internal workings of our memory may
+ LOVE LEARNING Learning does not occur in isolated islands in the brain. It is
intimately connected to our emotional and sensory systems;
be the starting point that we need. In The three most important questions that
systems that play a critical role in encoding and retrieving
summary let’s teach our students to: + TRACK THEIR PROGRESS information. Our brains are designed to capture both the new teachers should ask themselves at the end of a
and novel idiosyncrasies of the world around us. Memories lesson are:
get rewritten every day based upon new learning. Have you
+ DEVELOP COLLECTIVE ever asked the question why students tend to learn best 1. Have the students in my lesson made
EXPERTISE in classes where they have outstanding rapport with their progress?
teachers, are praised for making and correcting mistakes, have
an opportunity to discuss their learning, share their thoughts, 2. Have all the students in my classroom made
obtain appropriate and timely feedback, understand the progress to the right extent?
assessment process and the ‘rules of the examinations’? The
ideology of ‘primary learning styles’ negates these principles. 3. How do I know?

Learning occurs more effectively when we plan lessons that Using these questions as reflective exercises, a
encourage students to make multiple connections to existing practitioner can reframe the ways in which they
knowledge. The mammalian brain, and the learning processes teach and assess learning rates over time. The
that occurs within it, work upon a highly associative answers to these questions can provide valuable
architecture. Allowing students to make their own associations feedback regarding the impact of teaching
with the intended learning activities favours a better return in strategies! We do not need to reinvent the
terms of outcomes. Learning is making the invisible visible, educational wheel based upon new knowledge
making the unknown known and turning confusion into clarity. about learning processes but we do need the
tweak our practices. 21st century learners need
21st century teachers who evolve their practices
where necessary.

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PONTEFRACT ACADEMIES TRUST

Some simple rules for learning - moving from unconscious

incompetence to conscious competence +P  ossess pedagogical content knowledge that is far more flexible and innovatively employed

EXPERT TEACHERS
+ A re more likely to improvise and change according to lesson context
q Learning requires motivation and time. The input has to be
powerful, purposeful and contextual. +  Understand at a deeper level why students succeed and/or fail on a given task
+  Develop activities to stretch, challenge and track student progress
q Surface approaches and rote learning activities are prone to
rapid decay.
+  Understand the importance of effective feedback strategies
+  Are passionate and loved by students
q Unearthing prior knowledge is essential where possible. +  View assessment as feedback on themselves!
q A student’s concentration span is often short.
+  Understand how to learn

EXPERT STUDENTS
q Isolating and breaking down barriers to learning will improve
the overall future applicability of specific learning activities +  Obtain immediate feedback from their teachers
(in assessments for example). +  Do not worry about failure in the ‘here and now’
q There are many factors that influence the learning
+  Enjoy what they are doing
process – some of which are out of our control. +  Think about their learning and share this with others
q Learning is not always about output and outcomes; it may
involve behavioural or personality changes.

q Not all learning should be tailored towards assessments; we

also have accountability to develop employability and core
skills.

SIMPLICITY IN THE CLASSROOM IS

OFTEN THE ULTIMATE COMPLEXITY
Moving students from surface to deep learning requires As knowledge is consumed and students apply that knowledge
considerable planning on behalf of the teacher. This is often in a basic context, teachers should ‘drill down’ to promote We are taught as teachers how to teach but there is a retention, and loss, of information can be very powerful
referred to as the ‘pre-structural learning phase’. A teacher’s deeper learning activities. Activities at this deeper level are surprising lack of detail in educational CPD programmes to inform a teacher’s planning and delivery strategies.
role is to engage students with exploratory questions that can dependent upon students understanding the rules, required about how we learn. It is almost taken for granted that We sometimes forget, that forgetting, can actually be
be used to baseline their understanding of basic conceptual behaviours and context about a learning task. This phase of specific teaching strategies cause learning to occur at very useful; for example forgetting old phone numbers,
facts. This will allow them to access the learning content. learning is often referred to as the ‘multi structural’ phase; specific rates. Teachers need the full range of lessons to old addresses, painful experiences etc.
Teachers who have secure subject knowledge and are not whereby students can apply their learning in more depth than develop the skills, practice and learning to cope with the
afraid to adapt their teaching styles based upon student they previously could. Extended writing tasks, group activities, knowledge demands placed upon the students. Losing information that could potentially interfere with
responses are most successful at laying the foundations for problem solving and extension activities usually supply the new learning is good for us. Addressing misconceptions
learning in this phase. Remember, our input is competing stimulus for this phase. Remember, deep learning is about developing works upon the same principle. We should use
for ‘territory in the brain’ so it is vital to allow the students to meaningful links from one topic to another. The culture knowledge about the forgetting process to tweak
explore and discuss initial learning objectives. Remember we Finally, students move into the ‘relational’ and ‘extended of peer learning should never be underestimated. our teaching practices and inform future learning
are social animals that often learn best through discussion, abstract’ phases of learning. These phases are represented Everyone in a classroom should be utilised for their opportunities.
feedback and structured exploration. by students who can apply their learning at a holistic cross expertise to reinforce the learning intentions; the sum
curricular level, who understand abstract connections and of all parts is certainly greater than the individual!
The next stage of the learning process occurs when students can reframe their understanding in multiple settings to attain
utilise new knowledge to complete procedural tasks such as desired outcomes. Teachers promoting this type of learning Understanding why we forget can be an important
answering simple written questions or effectively labelling need to be astute in their assessment of expertise. They tool for learning
parts of a diagram. These two phases of learning can be also need to have personalised feedback strategies and
considered the most important, as without them, students appropriate resources available to challenge the students There has been a plethora of educational research
cannot proceed to the age appropriate level expected of beyond their proximal zones of development. undertaken in an attempt to provide structure and
them. Recording and providing bespoke solutions to individual meaning to the inner workings of our memory.
misconceptions is a useful strategy here for the reflective Practitioners will be familiar with the proverbial question
teacher and learner. Consider putting your expert feet into the “How did they forget? I only taught them yesterday!”
shoes of the novice. Too often teachers provide generic notes Why, does it seem, that what we tell our students often
for all students to take during these stages and often adopt a goes in one ear and out the other?
‘one size fits all’ approach to note taking in lessons. It is just
as important for students to accurately record what they did Current studies are beginning to answer this question
not know to remind them of their situational learning at a later for us. Understanding the processes behind both the
date.

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PONTEFRACT ACADEMIES TRUST

WHY DO STUDENTS FORGET?

(not an exhaustive list)
Rote Memory – information is crammed in for a high/low stakes test but is quickly lost/displaced
FOUR PEDAGOGICAL QUESTIONS following the event.
THAT SHOULD BE CONSIDERED THOUGHTFULLY KEY POINTS
Time – to develop the mastery levels we desire, students often need more time than we provide
1. Why do we remember?
q  e remember what
W in lessons. Curriculum designs do not often have memory or the development of mastery in mind.
we value.
Decay – the clarity and quality of information may decay over time or be lost completely. I am
2. What links does this have to teaching strategies?
sure you can think of examples of content from your own education that you are no longer using.
q  e need pre-
W
3. Why do we forget? existing knowledge Retrieval cues – students only demonstrate understanding, or retention of information, when the
to learn new teacher provides a cue. There is a difference between forming memories and accessing them at a
4 .What links does this have to teaching strategies?
content. later date.
The first important point to make is this – we cannot remember, or forget, information
Non-context – students cannot apply knowledge to unfamiliar contexts due to a lack of practice
that has not been encoded and stored in the first place. The second important q  motional content
E or they have simply forgotten the skills needed to be able to do so.
point to make is that our brains, whilst beautifully complex, have not evolved to is often processed
instantaneously store information that does not directly impact upon our immediate at a deeper level. Interference – students have busy lives! In a single day they move from lesson to lesson,
environment or evolutionary survival. On the African savannah understanding French
socialise, discuss content that matters to them etc. New information may simply get diluted in the
grammar did not make you a better sprinter! Learning in the classroom is very
cornucopia of knowledge presented to them on daily basis (both in and out of the classroom).
different to learning out of it. The situations in which we concentrate our attention
to remember and retain information are actually very limited. We do now however
Value – without attaching some intrinsic or extrinsic value to subject content, much of it is lost
intimately understand how to manipulate the input to make information stick; and this
over time. In simple terms – we remember information that we value or has a personally emotive
is where good pedagogy steps in.
stigma.

Understanding – if you understand something you are more likely to remember it. Too often
students simply do not understand the content we teach at the depth they need to apply it freely.
IMPLICATIONS FOR PLANNING
q Spoken information is transient in nature and often difficult to process.
q Complex information needs to be presented in small chunks.
q To develop content mastery, students need time and the opportunity for repetition and reinforcement.
Once we retain and retrieve the important subject content we can develop the skills
needed to apply it in both familiar and unfamiliar context over time. Understanding
IMPLICATIONS FOR TEACHING something is not a pre-requisite to being able to use it appropriately in an examination.
q How do we access and ascertain the strength/relevance of a student’s pre-existing knowledge?
For an examination students have to develop a different skills set:
q How do we develop relevance and/or emotional hooks for our content?
q How do we assess progress and the development of subject fluency? +R
 eading
q What feedback strategies do we use to address misconceptions and improve knowledge? +E
 ffective written communication
q Are we building in enough independent application of knowledge in unfamiliar contexts?
+D
 ecoding abilities
 hat ‘real’ evidence of learning are we seeking to avoid the common phenomenon of the ’illusion of knowing’?
qW
(This is where teachers accept spoken surface level responses as evidence of student progress). +P
 atience
q How are we stretching the capabilities of all our students? +R
 esilience
+R
 esourcefulness
MISCONCEPTIONS IN THE EDUCATIONAL WORLD
+ T ime management
q Students respond well to material presented in their preferred learning style.
+R
 eview
q It’s a good idea to activate the brain via ‘Brain Gym’ at the start.
q Teachers should not talk for too long in lessons.
+S
 tructure
q The best means of teaching students is to allow them to discover information for themselves. +S
 ubject specific flair!
q Familiarity with content is not the same as being able to produce it in a test. + Independence
+C
 reativity

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PONTEFRACT ACADEMIES TRUST

Learning requires motivation and time as student occur when they are stressed or do not attach meaning to

A SIMPLE SOLUTION? concentration spans are often short. We must never forget the
impact of reinforcing, or re-engaging, prior learning. Students
often arrive in our lessons with deep rooted misconceptions
the required input. As professionals we should make it our
business to become more informed of the learning/forgetting
process and fulfil our ambitions to create true learning
which can hinder the storage of new knowledge. Effective AfL communities.
I.V. D.O.L.L practice (questioning techniques, discussion and feedback)
can address these misconceptions and remove them. Over Scholarly papers and research have highlighted ten life skills,
time misconceptions are often forgotten. In addition, students or habits, that 21st century teachers deploy in 21st century
Input – how we present new learning/information to students can be critical in their initial
do not always know what they do not know. In the current fast educational settings to aid learning. These habits are
engagement, focused attention and development of context. Finding out what students already
paced classroom environment, teachers and students often embedded in the way we teach and are reflected in the
know, and creating a stable ‘big picture’ for learning, can be invaluable. Asking the right questions
fall into ‘the illusion of knowing’ trap. Once knowledge has culture we develop for learning. More importantly they are
at this early stage in learning often unearths misconceptions and provides the teacher with a real
been gained students must develop the appropriate skills so used interchangeably and frequently to support the specialist
opportunity to discuss context. Meaningful information is more likely to be encoded in our brains
they can use their knowledge appropriately; in written curriculum content delivered on a daily basis. Learning, as
when we understand where it fits in our world view.
examinations, performances, skills showcase etc. Finally, we we now know, occurs in specialist circumstances. The more
know that the rates of forgetting are enormous in rote learning we know about the learning process, the ideal conditions for
activities. We all remember what cramming the night before learning to occur and the skills and habits that underpin it,
Variety – the more ways information can be discussed, presented to students or used, the more
an exam feels like, or learning information in short bursts. the better we and our students will be equipped to cope with
likely it is that they will not forget it. As social creatures we learn through discussion, exploration,
Both of these activities lead to an enormous rate of forgetting change.
trial and error, problem solving and reflection. Obviously there is much curriculum content that
and will not serve the students well in linear examination
cannot be presented in multiple formats, or lends itself to novel or diverse methods of delivery,
systems. To compound the problem cognitive overload can
but where possible present information in multiple formats to improve contextualisation and
processing.

Distributed practice – current research states that revisiting information, or delivering specific Ensuring our students are assessment
content over time, has a significant impact on retention rates. Students who are encouraged, both
in and out of the class, to revisit previously taught content and to engage with it at their current STICK TO WHAT MAKES capable learners is the most important
thing we can do to raise student

A DIFFERENCE!
working level have lower rates of forgetting. Teachers can use this information to plan achievement.
assessments, homework tasks, low stakes tests, curriculum delivery, feedback and intervention.
Ensuring our students love learning, develop
core skills, personalise experiences, reflect
Order – the order in which students receive information has a profound impact on what they upon mistakes and enjoy challenge is the
retain. It makes sense for teachers to develop student expertise by teaching content in a most important we can do to raise their life/
sequential matter; where new information is layered upon secure pre-existing subject knowledge employability chances.
and skills. New learning should not be so complex that it does not complement what is already
retained. This will take careful curriculum management and lesson planning. Recap lessons and The big questions:
‘big picture’ reinforcement is essential.
GRADES + Are my students making progress?
Links – reinforcement of new concepts and skills can be done by making links explicit to +A
 re students able to articulate what they
prior learning/taught content. This can be carried out at both subject and non-subject specific are learning at the right level?
level. This is also useful if teachers want to reinforce previously taught content, or to encourage
students to retrieve previously stored information which can be used as a springboard for new
learning. Making links to prior learning often engages students and focuses attention on the
+ How do I know?
new input. When we make sense of input, especially when we relate it previously encoded
information, it is more likely to be retained. In short, students learn by referencing new input to As you can see from the ‘educational iceberg’
what they already know. the contribution made by grades to the holistic
development of a young person’s life chances
are much smaller than you would first think.
Learning – share the process of learning with students. Young students will have little or no Yes, grades matter, but they do not occur
understanding of how their brain works. Information about learning can be used to drive study without an associated skills set that feeds into
habit initiatives and reduce the impact of low level revision strategies. Too often we teach content the knowledge that informs the grade profile.
with little reference to how that content can be effectively encoded, stored, retrieved and used. To contextualise this phenomenon let us use
Sharing the learning process with students over time can really reinforce how our brains have
a case example; to apply for Medicine at
evolved to make sense of the world around us.
University, in general, you need a minimum of
three A grades at A level and A and A* grades in
the Sciences and Maths at GCSE; that is an
undisputed fact. To succeed at university
studying medicine, and to successfully obtain
a place in the first instance, requires the
“what lies beneath” skills set.

EVERYTHING ELSE

16 17
PONTEFRACT ACADEMIES TRUST

Candidates applying to study specific courses have one thing in common – the grade profile. What separates the successful
applicant from the unsuccessful applicant is the demonstrable skills set (core and employability skills) that they have developed
ADAPTABILITY
over time and the relationship that skills set has with current and future learning. A simpler example of the necessity to develop core
The students develop resourcefulness, a skill that is taught to them by the teacher. This skill allows the student to adapt to
and employability skills is evident when applying for employment. Think of a job specification and the required skills needed to be
unfamiliar situations and seek other means of answers before they confirm with a teacher. If we spoon feed students, we
successful. Like any skill in life these do not develop overnight. They must be taught and nurtured over a long time frame so that
are creating young people who do not have the transference of skills into the working world. A simple technique to develop
they become part of learning and social behaviour. They do not act independently of one another but are intrinsically linked to form
resourcefulness is “try three before me”. When students cannot do something they generally ask the teacher for immediate
“a learning package” that becomes more developed with our input and expertise.
input and/or immediate answers. The “try three before me” tool makes the students try three different resources in their local
environment to find an answer prior to the teacher input. These resources may be their peers, revision guides, text books, the
internet or other learning material. A realistic assessment of new understanding, or depth of processing, can then be made
through effective questioning techniques. Teachers sometimes find it difficult not to “give answers away” too quickly. There
is a compromise to be made between the pace of learning, the progression through the curriculum and the development of
resilience and resourcefulness amongst the students.

INITIATIVE
The students come prepared to learn, they show keenness and a willingness to learn. They carry out tasks to support their

THE 10 LIFE SKILLS

own learning without prompt by the teacher. This occurs when we create an outstanding classroom climate built upon powerful
relationships, clear learning guidelines, a relentless expectation of success and mutual respect.

(not an exhaustive list)

ACCESSING AND ANALYSING INFORMATION
q Collaboration q Curiosity and imagination To create new learning the information we supply our students with must be critiqued, evaluated and analysed. We must teach
q Adaptability and resourcefulness q Critical thinking them the skills of discussion and debate and how to formulate and defend multiple opinions. These after all are examination
skills. They are also skills at the top of Bloom’s taxonomy pyramid which was developed in 1956! Have things really changed
q Initiative q Problem solving that much? New learning is laid down on existing schemas. To learn something new we first contextualise the input.
q Effective
oral and written communication q Resilience Information that makes no sense to us is quickly filtered out. New memories are only created from existing understanding
of the world around us. It is therefore vital that we create “the big picture” for our students when new knowledge is being
q Accessing and analysing information q Reflectiveness imparted. It is also vital that we create opportunities for the students themselves to discuss their existing understanding and
context for new learning. I have seen far too many lessons where the teacher creates the “big picture” from their existing
experiences – this is not very helpful. Techniques to comprehend knowledge should be seamlessly embedded into lessons
and the teacher should intervene when new learning is blocked.
COLLABORATION
Students work with their peers, parents and teachers to ensure they maximise their potential. We as teachers have to CURIOSITY AND IMAGINATION
organise effective group work and develop opportunities for peer assessment in our lessons. We have to ensure that the
activities are differentiated, relevant and selected at appropriate levels for the students whilst keeping one eye on a Lesson planning, starter activities, plenaries and objectives can all be effectively used to stimulate a sense of wonder and a
demanding curriculum specification. “need to know” in our students. Almost all outstanding lesson guides and literature say “start with a hook”. Make learning
relevant to their lives, let them give the examples, lead discussions and set the pace. The students should ask the question
“so how does it work then”? There often exists an invisible membrane between what goes on in schools and colleges and
EFFECTIVE ORAL AND WRITTEN COMMUNICATION the real world in which the student lives in. If we stimulate curiosity, teach them respect, allow them to imagine and become
resourceful when solving problems in lessons then we are beginning to formulate the strategies they will need for lifelong
It is well documented and understood that today’s learners are digital learners. Many teachers report that there is learning habits.
a significance difference between what a student can say compared to what a student can write. The practice of
communication through writing and expression of thoughts, feelings and knowledge in the written form often suffers.
Students have spent their entire lives immersed in a digital media culture. Their world is shaped by media networks, CRITICAL THINKING AND PROBLEM SOLVING
mobile phones, mobile applications, internet, short hand, short cuts, quick access to knowledge, written and spoken
code and digital streaming. The world has become flat again! Flat screen TV, iPads, laptops, mobile phone flat screens These skills are often the most difficult to teach. They require teachers to effectively plan lessons with clear learning objectives
etc. How many students do you know keep a written diary, write letters, read for fun or practice literacy skills? According and activities and to model the learning process themselves. Students should think critically (and be taught how to do so)
to UNICEF, “Nearly a billion people are unable to read a book or write fluently and two thirds of them are women.” 85 about the best approach to solve posed problem.
percent of all juveniles who interface with the juvenile court system are functionally illiterate. More than 60 percent of all
prison inmates are functionally illiterate. Illiteracy and crime are closely related. The Department of Justice states, “the
link between academic failure and delinquency, violence, and crime is welded to reading failure.”
RESILIENCE
So what do we do? Firstly, we do not accept poor literacy from our students. Secondly, we do not accept poor literacy
from ourselves. Thirdly, we teach students to value their written and oral communication and once again become This is a trait often lacking is our students. Teaching students how to be resilient requires patience and a classroom climate
relentless in our pursuit of perfection. Finally, we embrace the world they live in and utilise their knowledge and that encourages ‘intelligent floundering’, self-reflection, honesty and constructive criticism. We must not expect our students
understanding of a digital age to support their learning. to become experts overnight. Teaching that fosters the development of skills and knowledge in a sequential target based
approach tends to develop learners that are more robust. The personality of the teacher, as well as their own credibility in the
eyes of the students, is important to generate such a climate. Students do not like being told that they are wrong. Therefore,
the feedback provided by an empathetic and supportive teacher should be developmental rather than critical.

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PONTEFRACT ACADEMIES TRUST

The Common Inspection Framework retains a focus on

learning and progress. Good teachers have to be good every
day and their work will be reflected in students’ outcomes over
time.

THE 21ST CENTURY

q Teachers promote higher standards for learners by
focusing more on the quality and craft of teaching, learning
and assessment.

 ehaviour in lessons takes into account all types of

qB
LEARNER AND LEARNING
behaviour.

 major focus on developing crucial skills (core and

qA
HABITS
employability) at every opportunity.
q Are learning habits rigid because we do not effectively model our own
learning habits?
 n expectation of embedded strategies (the invisible
qA
indicators) that will be evident in student and teacher
q Are learning habits rigid because our own learning habits are rigid?
interactions.
q Do we encourage intelligent floundering?
 focus on how learning is supported through the use of
qA
technology.
q Do we promote active learning through outstanding teaching?
 ssessment for Learning is the heartbeat of good practice.
qA

 quality and Diversity are fully integrated into learning

qE • What skills are being developed
experiences.
A TEACHER’S HEAVEN inthis lesson?

The Common Inspection Framework (schools and colleges)

deliberately opens up the door for inspectors to make
OR A RIGID LESSON? • What skills are not being
developed in this lesson?
informed decisions to answer the following questions:
Students enter the classroom in an • What type of lesson gets the best
results?
1. Is what they have seen typical of a daily lesson/daily orderly fashion.
experience for a young person?
• What is the default position of the
2. H
 ow is the teaching strategy employed creating They sit down and take out their books teacher?
opportunities for all students to make progress? without prompt.
3. H
 ow is this progress being assessed, tracked and
They copy all materials off the board GOOD INTENTIONS

?
monitored against expected progress measures?
without fuss. ARE GLOBAL
4. Are there opportunities to develop core and employability
skills? The class is silent and all teacher Every school/college wants to be
5. H
 ow is the holistic development of the student being instructions are followed. the best they possibly can for their
catered for? students.
The teacher asks all the questions and Every teacher wants the best
6. Is intervention effective?
they are all answered by the students. results that they can get for their
We will have to look at how a wider variety of pedagogical students.
practices affects learning. We have to support each other All students read independently and
Every parent wants the best
in developing the strategies that we currently utilise. can answer a range of examination opportunities for their child.
“Nobody ever learned anything from experience. It was the
questions presented.
reflection on the experience that taught them something.” Every employer wants to the best
candidate for the job.
The bell goes and the teacher lets the
There is no point in reinventing the educational wheel; students out.
it is much more efficient to add strategic “spokes” to the
one that is already spinning for you.

20 21
PONTEFRACT ACADEMIES TRUST

As a teacher try asking your students the following

questions. Do not accept the answers “I just do” or
“I do not know” When students can personalise their learning they are
likely to stretch and challenge themselves in a way that
they never previously had before. Design tasks that
HOW DID YOU DO THAT? personalise extension and use your teaching skills to
facilitate the timing and direction of the extension activity.
People learn new material when it is presented just
HOW ELSE COULD YOU DO THAT? outside their normal “comfort zones”. We should not just
display perfect work on our walls, we should display work
WHAT DID YOU FIND DIFFICULT that was, or still is, in working progress.

HOW ARE WE ABOUT DOING THAT?

PLAYING OUR ROLE?

CAN YOU EXPLAIN THIS IN A • ST
RESSED • F
D EA
DIFFERENT WAY? I RE RF
U
T L
• TO R I S K • D
ING R
ILL EA

•
D
•W M
CAN YOU USE AN ANALOGY TO

TE
IN

E
T

AT

NS
N
EXPLAIN YOUR FINDINGS?

G
TA
TR

•A
RELIABLE

E•
EC

NT
ED • FRUS

P
SAFE • LIFELESS

ICIP
ENGED • EX

E X H AU S T E D •
WHAT DO YOU DO WHEN YOU GET SECURE • STABLE

AT I N G • E X H
STUCK? BORED • COMFORTABLE
UNCHALLENGED

NOY

LL
Do we teach students how to work outside their friendship To change habits takes a couple of months, NORMAL • EASY

HA
groups or teach them strategies to cope with different people? to change a culture often takes years, but you HOW COULD I HAVE TAUGHT THAT

IL
•C
N

AR
RELAXED
Are our students asking the right questions at the right time have to start somewhere. There is no quick fix BETTER?

•A

F
E

AT

ED
N
E
about their learning? Are our students passengers or crew on and no badge at the end of it. LI D

ED
NA •A
our learning boats?
E LIV

UP
DR E

IN
• FULL OF A •
What are the main traits needed for powerful HOW COULD YOU TEACH THAT TO L
C W
OR
If we impart independence, flexibility, resourcefulness, learning? Do our students demonstrate the SI
N
imagination and resilience to our teaching cohorts then we following traits? SOMEONE ELSE? D •A
NXIOUS
•D
I RIE

add another dimension to the learning platform. This three

dimensional teaching style enhances the learning experience + Inquisitive nature HOW COULD YOU MAKE THAT
and makes it more likely that we develop “worldly” young + Resilience and resourcefulness
people. The incorporation of these characteristics however HARDER FOR YOURSELF?
requires the teacher to adapt their teaching styles and use an + Imaginative disposition PANIC ZONE STRETCH ZONE COMFORT ZONE
effective classroom climate to springboard change. There is so + Rational behaviour
much more to good teaching than sound subject knowledge + Reflective learning
and effective planning routines (although these certainly help).
We should not be the product of reducible codified behaviours; Nobody perfects anything in one go, sometimes it takes years We should not stop there:
there are so many instinctive personality based characteristics “TALK ABOUT THE PROCESS OF to perfect a task. The importance is to be able to recognise the
that are very difficult to define and very difficult to explain, changes you have made along the way and reflect upon the
particularly to a NQT. They must be observed in “live action” LEARNING – WHEN STUDENTS MOVE AWAY FROM TO
manner in which those changes brought you closer to the end
to be discerned and decoded. We already exhibit many of the LEARN ABOUT HOW THEY LEARN, point you seek. If students can continually see a personalised
personality traits required to be a good teacher. We already PERFORMANCE IS ENHANCED” learning journey that has a definite successful endpoint then Passive learning active learning
exhibit and understand the personality traits required to be they are more likely to develop learning habits that reinforce
an effective learner. It is the secrets of the learning skills we CHRIS WATKINS
the strategies required to make the journey in the first place. Learners work in isolation collaboration
need to unlock and share with our students. Not everyone This, I feel, is where a learning diary or log comes in very
can teach. There still exists, in a minority, the conception As a teacher learning is our core business. How useful. A learning journal in a specific subject tells the students
that pedagogy is a set of skills that anyone can acquire, and often do we talk about the learning process itself? straight away what they found difficult and what strategies they Lower level Blooms upper level Blooms
anyone who acquires them can teach. Individually we may be Do we just assume students know how they employed to successfully overcome that difficulty. It is a very
steeped in educational wisdom and have years of teaching learn? Our classroom dialogue with students will empowering tool in the classroom. Teachers can also comment Teacher is judge of quality self, peer, public assessment
under our belts, but all this means nothing if we do not use this have a profound effect on getting the students to in the journal and talk about the specific learning habit utilised
knowledge to create the learning package. More to the point think about how they learn. or reinforced to allow learning to happen. We have to move Factory model teaching global model teaching
we have to imagine the power of utilising collective knowledge away from 20th century learning techniques where the teacher
to create a learning package. is the centre of attention and provider of information. Lessons Low tech teaching high tech teaching
should be student centred where the teacher is the facilitator of
learning.

22 23
PONTEFRACT ACADEMIES TRUST

Students who adopt a surface approach to learning often want merely to get through a
course and learn by reproducing. They tend to:
EXPERT TEACHERS SOMETIMES LOSE CONTROL + Study without reflecting on purpose or strategy
A LITTLE AND ARE CONFIDENT TO DO SO + Memorise facts and procedures by rote
+ Learn subject content in isolation
ROTE MEMORY + Have difficulty in making sense of new ideas
TEACHER LED + Feel pressurised by the amount of work involved
(HIGH CONTROL) Q/A SESSIONS

PRACTICAL/DEMOS/VIDEO CLIPS
PRESENTATIONS

INDIVIDUAL WORK

GROUP WORK

DISCUSSIONS
Transformation:
DEBATE HOW DO YOU KNOW A Transformation involves the students
STUDENT HAS UNDERSTOOD taking their learning and transferring/
recreating knowledge in another
STRUCTURED DISCOVERY YOUR LESSON CONTENT? context or manner:

1. Convert text into graph, mind map,

INDEPENDENT LEARNING HOW DO YOU KNOW chart, cartoon strip, summary,
WHEN YOU HAVE LEARNED picture etc.
STUDENT DIRECTED LEARNING
STUDENT LED SOMETHING NEW? 2. Use key words to create a song/
poem/mind map.
(LOW CONTROL) SELF ACTUALISATION Learning is an active process and demands that we
do something at the cognitive level. The Russian 3. Portray a piece of information as a
psychologist Vygotsky indicated that people learn play/mime/charade.
in what he terms “zone of proximal development”.
Students should feel that knowledge is not about memorising facts simply because “they have to”. It encompasses This is the area just beyond a person’s current 4. Describe pictures in words.
application, connection to previous knowledge, interests, experiences and passions. Assessment needs to move in to capabilities. The intervention and support that must
the realm of deep level process assessment rather than congratulating students for regurgitation of simple facts from the occur for new learning to happen is often referred to 5. Describe words in pictures.
previous lesson. This is where the power of outstanding lesson starters, assessment strategies, feedback and curriculum as scaffolding.
planning to a differentiated level really come to the foreground. These strategies are supported with the development of 6. Convey emotions using alternative
core and employability skills. expression.
HOW DO YOU SCAFFOLD?
Assessing understanding by
THE BUSINESS OF LEARNING 1. Model performance whilst thinking out loud conventional formative assessment
(modelling). Learning by modelling occurs even will be employed by teachers from
Students who adopt a deep approach to learning are interested in learning for its own sake. when you do not intend it to do so (Petty 2009). time to time as part of the learning
They want to understand ideas for themselves and learn by transforming. They tend to: Students take more note of what teachers do process. The individual learner must
rather than what they say. be considered at each assessment
+ Relate ideas to previous knowledge and experience point and the teacher must avoid
2. Pair advanced learners with developing ones generalising class results. Attainment
+ Look for patterns and underlying principles (group work). and progress is specifically measured
+ Be actively involved and interested in course content against prior attainment, expectation
3. Provide prompts, links, guides and structure and individual student criteria.
+ Adopt an evidence based approach
(climate for learning, effective questioning).
+ Critically examine arguments
4. Fade when appropriate (inductive teaching style).

24 25
PONTEFRACT ACADEMIES TRUST

There are many factors we must take into account In the world of accountability if you do not “grasp
when new learning is to occur. nettles” then you are colluding with poor performance.
How do you ensure that the following are implemented
Environmental factors such as light levels, as non-negotiable in every classroom?
temperature, noise levels, seating plans, time of the
day, room appearance and even wind speed have +E
 xpectations for learning (teachers and students)
been known to have an impact on learning! are always high.

Socio-economic factors like peer influence, + Intervention is timely, appropriate and useful.
parental involvement, number of siblings, financial
status, nutrition, parental occupation and lack + Teachers have the highest credibility.
of empowerment in deprived socio economic
communities all have an impact on learning. +C
 lassroom Discussion exists to promote learning
and assess progress.

WHAT HAVE THE

Genetic factors – there are a plethora of scientific and
neurological papers discussing the role of our genes
in our ability to form and retain memories, as well as
+ F eedback (multiple levels of feedback are
occurring to enhance the learning experience of the
having an influence on the speed in which we learn.
students).
Whilst it is generally accepted that our environment

STUDENTS LEARNED
plays a role in the expression of our genes, there are
specific genes associated with our capacity to learn
+R
 eciprocal Teaching allows students to develop
expertise.
that are not affected by an environmental influence.
These genes are expressed in utero and any
+M
 etacognitive strategies (students understand the

AND UNDERSTOOD?
modifications in their activity have a profound affect in
the innate capacity to learn. learning process and reflect upon their personal
learning habits).
The teacher – research by John Hattie has found that
the single biggest influence (talking away individual
student variance) in a student’s education is the EXPERT TEACHERS:
teacher. Excellent teaching is the single most powerful
influence on achievement. In fact the influence of a 1. Have outstanding subject knowledge.
teacher on the educational attainment of a young

HOW DO I KNOW?
person has been found to be four times greater than 2. Can guide learning through interaction
that of the parent! This in itself creates accountability (questioning, engagement and learning
issues. In other words, and in simple terms, if what you behaviour).
are doing in the classroom is not good enough for your
own children then it certainly is not good enough for 3. Can monitor learning and provide feedback
anyone else’s! The biggest issue in attainment in any (Kounin originally spoke of a teacher’s
educational setting is related to variability amongst the “withitness” in the classroom which
teachers – not the students. If leaders of educational describes how teachers are the purveyors
institutes can create a hierarchy of best teachers to of all learning that is occurring - there is
worst teachers (the unofficial teacher league table) overt AfL.
To create model learners in our classroom we must the classroom. Students also learn from their friends,
be model learners ourselves. The following list is not parents and other people in their society. Many then there is a problem; and it does exist. The next
questions that need to be asked are; 4. Can attend to affective attributes (rapport
exhaustive but encompasses some of the changes students agree that they respect a teacher more when
development, classroom climate, level of
we may need to make in order to illicit change in our they demonstrate fallibility with a strategy to overcome
1. What is being done about it to reduce the stretch and challenge).
students. it. It is a ridiculous ideology to support the notion that
the teacher is the all-knowing learning oracle. True inconsistency?
5. Can influence student outcome (enhance
Be fallible – we will not know absolutely all the learning communities adopt a “learning for all” culture
2. How are you using your best teachers as coaches? profound learning through outstanding
answers all the time. It does happen that students which includes the teaching and non-teaching staff.
facilitation of learning opportunities,
will ask questions that we are unsure of. This If we are to truly model the learning process than we
3. What support programme is in place to develop have a positive impact on student
demonstrates two things; firstly, the students have must show our students what it is like to learn and
teachers with poor results? engagement, and promote self-assessment
been thinking about the topic you are teaching them share the strategies we utilise to get unstuck when we
opportunities).
in great depth and secondly, it is a great opportunity to encounter difficulty.
develop some in class resourcefulness. The teacher is 4. What measures are in place to determine impact
not the only role model in the classroom the students over time?
can access to learn. There are historical characters,
current media characters and fictional characters
that can be used to support or model learning. The
teacher is not the only learning role model outside

26 27
PONTEFRACT ACADEMIES TRUST

Changing teaching habits initially feels awkward. We have to

overcome the conscious incompetence that we are all too familiar
and find irrelevant chores boring, mundane and easily forgettable.
Why should our students be any different? We also need to OBSERVE A LESSON AND DECIDE
with. Repetition, mental rehearsal, reflection and resilience are
the core skills we need to employ to turn conscious incompetence
overcome the ideology that just because we love our subjects
intently the students will have the same passion for them. Passion
ON THE FOLLOWING:
into unconscious competence. These are core skills that we only develops when we connect prior learning, current learning
ironically try to instil in our students. To come back to the point of and future learning to the real world. To generate relevance 1. How do students respond to the teacher?
being a model learner, if we want the students to be outstanding empowers the students; let them connect to the topic and express
learners we must model the process in all we do. We have to their interests and concerns. Make the topic genuinely matter and 2. How do they listen and respond to each other?
ask the question about planning lessons. We often plan the best do not be afraid to go off task and discuss tenuous “wild card” 3. How well do they collaborate and share learning?
lessons in isolation and the best ideas often pass by unheard, topics.
unseen and potentially unrealised. Do we think we should build
4. How well do they check and change each other’s understanding?
more time into our daily lives to plan together? If we plan together 5. How many questions do they ask, and at what level?
we are more likely to try things out together. If you get a number
of people trying the same thing out you suddenly have critical
6. What does the teacher do when a student gets “stuck”?
mass and strategies are more likely to be tried, employed and 7. What do the students do when they get “stuck”?
embedded.
8. What type of students are in the group?
There is a mass of evidence 9. What type of language does the teacher use with the students?
(neuroscience, psychological and
sociobiological) to suggest that
10. Who organises the groups in the room and the seating plan?
animals (we are animals!) learn
best by imitation and adaptation. If
we want to be able to do something
we watch someone who can do it THE HEART OF GOOD TEACHING STARTS WITH
better than ourselves and imitate
them. Learning to become a better BEING INTERESTED IN IT.
facilitator of learning does not
occur by reading a book. Observe Transference – most learning,
strategies “live” and adapt them to in student’s minds, occurs in THE HEART OF GOOD LEARNING STARTS WITH
suit your own needs. How often do isolation. They do not see the
we ask the most talented student big “learning picture”. It is rare to UNDERSTANDING IT.
in our lesson to demonstrate hear students talk about cross
their learning and talk through curriculum learning, or decide
the process at a level that can how their current learning may
be mirrored by their peers? No be advantageous in a wider
learning occurs without a certain sense for them. In schools
degree of confusion. To quote across the UK, in an attempt In essence, nothing has changed from our day to day expectations, what hopefully has changed, is our conscious
the neurolinguistic programmer to get boys reading, it is not awareness of the learning process and the strategies we need to employ to empower the students with a wider
“confusion leads to clarity”. uncommon to find posters of capacity for learning in our subjects.
Confusion only leads to clarity if the famous men reading books
right tools clear the fog. What are the (Amir Khan, David Beckham The standard expectations of the classroom remain as follows:
right tools? and Robert De Niro). How
many students with an obvious
Language – we should all speak gift for sport or music do not 1. Share the learning expectations, objectives and context of the lesson with your students.
“learninsh” says Guy Claxton. transfer the skills required 2. Ensure they understand the relevance of your lesson content and how it is related to the schemes of work,
Talk students through the learning to develop aptitude in these examination objectives and their lives outside of school or college where possible.
process; do not assume there is one areas into lessons (resilience,
best fit. The language of learning is perseverance, reflection, 3. Check their understanding through effective questioning techniques and the use of mini assessment
always encouraging, empathetic and evaluation). strategies in the lesson.
personalised.
4. Know your students strengths and their areas for development.
Let them share their thoughts and 5. Share the learning process with the students. Explain to them how to measure learning.
feelings regarding their learning. If
6. Model the learning process and the expectations for them. Use independent (self-assessment) and group activities
you can attach an emotional hook to
learning than it is more likely to be
(peer assessment) to reinforce and check their learning.
reinforced. Lesson starters are therefore vital in setting scenes, The three most powerful questions to ask any student when 7. Have fun, show them your personality and enthusiasm for your subject.
generating interest and getting the students to expand their they are learning something new are:
capacity to learn. These activities allow the students to decide 8. Pitch and pace your lesson to meet their needs and stretch and challenge all the learning abilities.
how new topics fit in with their model of the world. 1. Where else could you use that learning? 9. Ask the students for feedback as they are the best indicators of success in your lessons.

Activities – The activities must bring students down a learning 2. What did you do to make learning happen? 10. Be open to try something new.
path that is difficult. Fun activities with no stretch or purpose
are a waste of time. Without stretch students coast and often 3. Will this type of learning be important to you in the future?
underperform due to a lack of stimulation. An accomplished
guitarist never learns anything new playing a simple G chord. “The biggest effects on student achievement occurs when
teachers become learners about their own teaching and the
Relevance – I never want to do anything that is not relevant to students become their own teachers” Hattie
my current state of being, and neither do you! I hate irrelevance,

28 29
PONTEFRACT ACADEMIES TRUST

Links to prior learning

New information gets laid down on existing schemata in the brain. There
WHAT IS PRESENT IN EFFECTIVE are estimated to be over 1,000 trillion connections in the human brain. The
possible combinations of connections are about ten to the one-millionth power.
CLASSROOM PRACTICE? As we use the brain, we strengthen certain patterns of connection, making
each connection easier to create next time. This is how memory, learning
and understanding develop. Group discussion (pairs, threes or fours) is a
good way to create a safe environment for exploration of prior learning. Give
students a time scale (2-4 minutes) to feedback to you what they learned
A simple acronym – going P.L.A.C.E.S last lesson, or what they already know about a specific topic. Ask students to
record questions that they want answered throughout the lesson (use mini
Progress white boards). These questions can be used to discuss learning at the end of
each learning episode. This recording activity also forms part of a personalised
Learning intervention strategy.

Classroom Climate:
Assessment for Learning A good classroom must include the possibility for individual control as well as
providing a well-proportioned, stimulating and comfortable learning space.
Core skills Take advantage of local character, solar orientation and appropriate views.
Allowing teachers to easily adapt learning environments to their individual
Employability skills pedagogical style(s) will increase the opportunity for student learning. The use
of humour is very important. It personalises the teacher (credibility) and allows
the development of rapport.
Stretch and Challenge
Classroom climate for learning is enhanced when:

1. Students recognise that the teacher treats them fairly and is committed to
teaching them.
2. Effective classroom routines, such as the way students enter and leave, and
SIMPLICITY IS THE ULTIMATE the way lessons begin and end, are understood.
COMPLEXITY! 3. Strategies exist for making learning dynamic, interesting and challenging.
4. Students feel secure physically and emotionally.
5. Classroom displays that support learning are up to date and attractive.
Set the scene 6. Table and seating arrangements are varied to suit the different teaching
strategies and student groupings. This enhances the learning process.
Start with a hook. Take advantage of the primacy effect; when 7. Teachers speak to each student individually about things that interest them.
recalling information, students often show a recall advantage for 8. Teachers use language in a way that builds relationships and raises
the first item or piece of information encountered. students’ self-esteem.

The beginning, in particular, is the time when the potential for You can make a significant difference to your classroom climate. Start with
learning is at its greatest. Anticipation and expectation (driven by something which is well within your control and relatively easy to manage.
prior association with a particular teacher) creates a receptive mind Be determined to maintain the change deliberately and purposefully for the
set to new learning. Students should have the opportunity in lesson first few weeks as your students adjust. Where you stand in the classroom
starters to either develop new learning and/or contextualise prior will influence which students you address directly in question-and-answer
learning. sessions. Teachers tend to focus on students within a fairly narrow arc.
Simply by moving to different points in the room you can ensure a wider range
In lesson starters: of students are included.

q Pitch questions appropriately so that every student is able

to respond.

q Starter activities should unearth any gaps in knowledge

from previously learned material.

q Lesson starters should create the right state for learning.

Putting a student in the spotlight or under pressure will not
constitute a good learning state for your lesson.

“Creative inspiration often strikes when the

mind is in a state of playful relaxation”
Guy Claxton.

VIEWPOINT (1) VIEWPOINT (2)

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PONTEFRACT ACADEMIES TRUST

WORKING IN GROUPS -

PLANNING FOR
A FEATHER TO THE DEEP LEARNING BOW

GROUP WORK
We are social creatures at heart; in fact people work in groups so often that we might
be tempted to conclude that groups outperform individuals in task orientated learning
activities. Improved learning rates and skill development through interaction, discussion and
cooperation in collaborative activities can be significant. This however, is not always the
case and we need to be careful when assigning such simplistic statements in terms of group
effectiveness. The effectiveness of group work depends on many factors; most notably the
competence of the teacher in setting up appropriate group activities. Group work for group
work’s sake is never productive and many teachers fall into the trap of reducing work output
and effectiveness in group settings. The pitfalls will be discussed later on in the text with

PROVIDING
some suggestions to overcome them. Firstly, we need to analyse the practical aspects of
group work and highlight strategies to maximise their efficiencies for deep learning.

The benefits of collaborative learning

Positive group experiences have been shown to contribute to improved student learning,

THE BIG PICTURE

engagement, progress and overall success. To put it simply, collaborative learning and
students’ abilities to work effectively with others is one of the most important life skills we
can teach them; it is also one of the foremost skills required to gain employment. Groups will
most likely have access to much more collective information than any individual member;
the impact on learning can therefore be cumulative. We are not born with the ability to be
effective group members (even though we have evolved to work co-operatively within social
structures) but many students come “alive” when placed in a well-managed group. It is well
documented that students learn effectively, if not better in some cases, from the collective
mistakes their peers make on tasks. It is the teacher’s role to create conditions in the
“There is, it seems, more concern about whether children
learn the mechanics of reading and writing than grow to
WHAT YOU ARE LOOKING classroom where learning through alleviation of misconception and mistake are synonymous
love reading and writing; learn about democratic practice FOR SUMMARY with progression indicators.
rather than have practice in democracy; hear about
knowledge… rather than experience in personally constructing Teachers need to set the boundaries and be explicit about the benefits of working together.
Lesson Planning Teachers also need to know their students well and organise group activities to remove
knowledge;….see the world narrowly, simple and ordered, 1. L esson objectives are clearly stated and repeatedly
rather than broad, complex and uncertain.” their weaknesses and develop their strengths. The closer we are to our students the greater
used as focal points during the lesson. impact we will have on their achievement. Students have their own attributes (determination,
(Vito Perrone) 2.Planning takes into account the varying needs of organisation), motivation (intrinsic and extrinsic) and baggage (learning difficulties, home
the students and consists of stimulatory sections life, peer influence, maturity levels, and insecurities) therefore careful consideration is
The brain is more likely to absorb details when it can place for all groups of learners.
them in a wider context. That wider context may be visual, required when placing them into groups. In terms of life skills, effective group work develops
3. The lesson is pitched at the appropriate level and the following; which can never be underestimated in terms of the impact on learning rates.
a sound, a feeling, a taste or a smell. The big picture must the pace allows all learners to become engaged.
take into account the multi-sensory nature of information. In 4. There is evidence that the accelerated learners are
general, we learn best when we are actively involved in the catered for where applicable.
learning process 5. L essons are in sequence with previous lessons/
prior knowledge and have purpose and direction.
Every little thing we do in the classroom must feed into 6. S upport staff are utilised to allow access to the
the “big picture”. Students should be able to develop their learning to all the students. Examples of life skills developed through
knowledge in a sequential and lateral manner whereby 7. A range of teaching strategies are employed to effective group work:
exploration, and reflection, of the nature of the big picture deliver the lesson plan.
occurs through an ever increasing number of small chunks of 8. There is time at the end of the lesson for reflection q Social and team working skills
information. and progression planning. q Empathy
9. The progression of the students is mapped against q Listening skills
q Leadership skills
WHAT DO I WANT STUDENTS TO BE what is actually learned.
q Decision making strategies
10. There are embedded AfL strategies that supports
ABLE TO DO? the learner at every step. q Problem solving strategies
q The discovery of role models
q The development of shared accountability
HOW WILL I DO IT? All of the above will only happen if: q Risk taking behaviours
q Subject knowledge and skills
• Teachers use well-judged and imaginative q Time management
Learning objectives specify the intended endpoint of a period strategies that match the needs of the learners
of engagement in specified learning activities. They are written q Feedback – peer to peer and group to group
present. q Deconstruction of large chunks of information into
in the future tense and should clearly indicate the nature and/
or level of learning required to achieve them successfully. • Teachers draw on excellent subject knowledge smaller manageable pieces
They should be achievable and assessable and use language to astutely plan assessment of learners’ skills, q Construction of large chunks of information from
that learners (and other teachers) can easily understand. knowledge and understanding. smaller piece
They relate to explicit statements of achievement and always • Teachers understand the learning process
contain verbs. Objectives should be SMART: Specific, itself.
Measurable, Achievable, Realistic and Time bound.

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PONTEFRACT ACADEMIES TRUST

PRACTICAL TIPS TO
MAXIMISE GROUP ACTIVITIES
Decide first of all the type of activity you wish your
students to undertake; then answer the
following questions:
The type of group you choose can have a profound
q What do I want the final outcomes to be? affect on the efficacy of learning. Remember deep
q What are the benefits of group activities for my learning occurs when you place students just outside
their proximal zone of development, and where the
students (knowledge, skills, assessment strategy)? content has contextual relevance to their external lives.

1. D oes my group work strategy have a positive impact You must carefully consider the following:
on learning rates?
2. How do I know?
3. What can I tweak to optimize group efficiency? THE SIZE OF THE GROUP

Production tasks - Is the group task related to

THE GROUP DYNAMICS
productivity (where everyone is doing the same thing)? In
this case students will make progress at their own pace THE COMPLEXITY OF THE TASK
and tasks, or groups, can be differentiated by outcome.
Peer to peer support becomes the norm and students can
easily rotate between different groups as they make more
progress. This type of group activity is very useful for
intervention and personalised feedback.

Coordination tasks – in this case the students work To maximise the importance of group work in the
together to complete learning objectives. Teachers need classroom talk to the students about the benefits and
to carefully explain the start and finish points of the task
as well as the time frame for completion. Each member
of the group is usually assigned roles and a leader can
potential problems that may be associated with them
working together. GROUP SIZE
be chosen to provide feedback to both the group and 1. Make it clear to the students the importance of
The ideal size for a group depends on the activities the teacher is planning. In practical terms having
the rest of the class. Leaders, of course, can be rotated collaborative learning in terms of learning and future
groups in a classroom of more than 4 or 5 can reduce the efficiency and output of the individual
from activity to activity so every student in the group can employability skills.
members; although there are many variables to consider such as personality types within the group,
experience the development of this skill. Teachers must 2. Ask the students how they feel they would work in
ease of task, time, the skill set of the individual group members, the confidence level of the individual
remember the following: a group. Give them time to self-analyse their current
members etc. Larger groups tend to lose efficiency in the classroom as they compete for “air time”, input
group work skills, and share with them the skills they
and the “final say”.
+S
 peed and accuracy can be assessed by having need to develop over time.
explicit success criteria. 3. Give some case scenarios where groups have not
+G
 roup work requires significant planning and worked well together and ask the students to suggest Group Size Potential activity
knowledge of the students within the group. ways to overcome them.
+P
 rovide clear instructions in which the groups can 4. Make the end point of the group task explicit and 2 recall task with peer to peer self-analysis of knowledge
operate (purpose, time, outcome). share success criteria. decision making tasks with more complex content/analysis
+U
 se strategies that support positive behaviours (how do 5. Select roles for group members and teach them how 3
to play that role effectively. Students will not naturally
of information
you ensure everyone gets involved to the right extent?).
+E
 stablish clear rules for working in groups (ask the feel comfortable in new groups and you may have 4 tasks with evaluative elements/problem solving/project work
to persist with the development of skills like effective
students to set the rules and tweak according to the
communication, presentation, challenging respectfully,
needs of the task). Grouping Benefits Limitations Usage
listening to others, persuasion and delegation.
+S
 elect the groups to suit the task (differentiated or 6. Track and evaluate the effectiveness of the groups
mixed, group size). confidence
you have selected. This will allow you as a practitioner Friendship secure and unthreatening prone to consensus
building
to design more effective groups in future tasks.
Share your findings with the students and ask them differentiation
Ability easy to set work speed and output
to evaluate how they worked together to achieve by task
successful outcomes.
higher order
Random varied student experience bad group chemistry skills (synthesis,
evaluation)

34 35
PONTEFRACT ACADEMIES TRUST

Although group work has the potential to improve learning A checklist to identify issues may also be useful so
experiences, some research suggests that its potential the intervention can supply appropriate strategies to
is not always realised (Pieterse and Thompson 2010). overcome them.
The success or failure of group activities lies heavily on
the teacher input and level of expertise. Reasons for the Group work and collaborative learning can be extremely
impact being neglible include: rewarding for both students and teachers alike. The
core elements to any successful group strategy relates
q Some students prefer to work independently. to teachers knowing their students and planning for
q Some students do not communicate effectively in a maximum dynamism on the basis of that knowledge.
group and leave the work to others.
q Some teachers underestimate group dynamics and the Group work should complement individual or whole
amount of planning that needs to occur. class learning and be used in activities where the sum
q Some students think teachers organise group work to of collective input will be greater than the individual. Use
reduce their work load. your expertise to assess the subject content that lends
q Some teachers assume students are already skilled in itself to make that happen! Develop group strategies
the art of collaborative learning. slowly and execute them precisely. Remember the 5 P’s
to implement any new classroom strategy;
Students need to develop strategies to cope with

PREPARE
challenges that naturally arise in any group situation
(personal, workload and output). Teachers must equip the PRACTICAL TIPS According to Johnson and Johnson (1999) the
cooperative group has five defining elements:
students with the right tools to deal with such issues and A SNOWBALL ACTIVITY
PURPOSE
allow them the time to develop these skills. Each activity 1. Positive independence – students need to feel that
will have specific group requirements (speed, accuracy, Prepare well and in detail. their success depends on whether they work together
analysis, evaluation, coordinated effort etc.) and therefore or not (they sink or swim together).

PRACTICE
will require specific tweaks to their operational set up Select a simple activity and build to a group size of four. 2. Face-to-face supportive interaction – students need
and progression. One of the most important aspects of Plan each question carefully. As a rule of thumb, have: to be active in helping one another learn and provide
planning group work from a teacher’s perspective relates positive feedback.

PERSISTENCE
to the tracking, monitoring and evaluation of progress. q A recall task for individuals 3. Individual and group accountability – everyone has to
If students are shown the standards expected, and are q A comparison task with some decision for pairs feel that they contribute to achieving the group goals.
given sufficient scaffolding to attain them, success is q A decision-making task with justification and 4. Interpersonal and small-group skills – communication,

PERFECTION
more likely. Intervention can become more astute if group suggestion activities in threes and fours. trust, leadership, decision making and conflict
activities are broken down into manageable steps with resolution.
overt success criteria. Provide ample opportunity for feedback. 5. Group processing – the group reflects upon its
performance and functioning and on how to improve.
It is vital that all group work tasks are time specific,
have measurable outcomes and focus upon learning
When productive group work is a regular feature of When these skills are embedded and students objectives. Ensure all members of the group have the
lessons students: understand the expectations of group activities, learning, chance to experience success and the organisation of
q Fully develop their understanding of an idea because and hence progress, become heightened. the groups is such that no student can get away with
they have tried to explain it to others (reciprocal doing nothing. Group work when managed right develops
teaching). How does the activity the students are asked to do vary subject confidence and student self-esteem which will
q Are more likely to develop social and team-working when they work: carry into other lessons. It allows specific skills to develop
skills (collaborative learning). such as negotiation, listening and co-operation.
q Practice and learn from each other (peer assessment). q As individuals?
q Develop a sense of empathy to understand others q In pairs?
views. q In groups of three?
q Develop problem-solving skills. q In groups of four?

Group work does however require significant planning What skills are developed in the different group
(see above) and will only work when the teacher does the scenarios?
following:
q Provides clear structures in which groups can operate.
q Uses strategies that support positive behaviours and
develop group-work skills.
q Establishes clear rules and procedures.
q Introduces tasks so that outcomes are clear and linked
to the behaviours required.
q Selects groups to suit the task.
q Maintains momentum by effective intervention.
q Sets group objectives.

36 37
PONTEFRACT ACADEMIES TRUST

Make sure to reference the Blooms Taxonomy table when deciding on question stems and the type of
response you are expecting. Generate questions together and always allow the students to explore their
thoughts and ideas by asking you questions. Listen to the way in which students speak (oral literacy) to
you and each other. Always comment on the quality of their response (effective feedback, literacy) when
answering questions posed.
Questioning is fundamental to good teaching and learning. Teachers ask on average 200
QUESTIONING
questions per day. When effective questioning is a significant feature of lessons, students are TEACHER INPUT – THE BIG PICTURE
more likely to:

+ Develop a fuller understanding of an idea because they have tried to explain it themselves
+ Be clear about the key issues in a lesson
WHO, WHAT, WHY, HOW, WHERE
+ Easily recall existing knowledge
+ Be able to link the ideas in the lesson with their existing knowledge
EFFECTIVE

+ Tackle problems at a deep level and be able to extend their thinking The medium picture DESCRIBE , EXPLAIN, SUGGEST
+ Engage easily with a task because they are clear about what is expected
+ Develop independence in the way they learn and think Expertise
EVALUATE, CREATE, ANALYSE

Effective Questioning strategies APPLICATION IN FAMILIAR AND UNFAMILIAR CONTEXT

I must know the following:

WHAT DO MY STUDENTS KNOW?

Alternatives to direct questions
WHAT DO MY STUDENTS NOT KNOW? Sometimes teachers use questioning when other teaching strategies, such as explanation, would be more
appropriate. Below are some alternatives to questioning which could be used as additional tools to develop
HOW DO I KNOW? students’ learning.
Explore a statement: Rather than asking students a Make a suggestion: You could offer alternative ways
direct question, give them a statement and invite them of carrying out a task. This may be more practical
to discuss, perhaps first in pairs and then in fours, what during small-group work than with a whole class.
it means. The statement could be correct or false or
ambiguous. Offer extra information: Providing extra information
during a problem-solving activity can be useful in
Paint the picture: A picture paints a thousand words! stimulating students’ thinking.
CHARACTERISTICS OF EFFECTIVE QUESTIONING STRATEGIES Students are sometimes better off explaining or
nurturing ideas with sketches or drawings. Reinforce suggestions from students:
1. There is a dominant culture of “no hands up” so everyone can be asked a question. Try developing a comment made by a student by
Invite students to elaborate: Phrases such as ‘Would saying something like ‘I really liked … because …’
2. Provide wait time (for open ended higher thinking questioning up to 15 seconds may be required).
you say a little more about that?’ or ‘I’m not sure what
3. Allow students to think or articulate their thinking in groups. Group thinking responses are reassuring. you mean’ are useful in getting students to expand and Clarify ideas: Saying something like ‘we can tell
develop a comment. Do not settle for short responses; that this is the case because …’ helps to reinforce
4. Ensure students fully understand the questions being asked and the purpose of the questions. encourage students to really express their thinking and learning by focusing sharply on the main issues under
5. Extend and deepen thinking by asking follow up questions. learning. consideration.

6. Students often give the first answer that comes into their heads; ask them to identify 3 possible Speculate about the subject under discussion: Repeat comments and summarise: When you want
answers and select the best one. Saying things like ‘I wonder what would happen if …’ to reinforce important points that have been made,
can help students to think around an issue (lateral it helps to restate or summarise them in a slightly
7. Get the students to generate ten possible answers by snowballing. thinking). different manner.
8. Scaffold thinking and learning. Misconceptions can be peer analysed via questioning.
Record misconceptions and solutions at the
9. Create a climate where students feel safe to make mistakes. The best learning and innovation happens individual and class level.
when multiple mistakes lead to the correct outcome.

10. Effective questioning strategies are embedded into lesson plans and teachers use the strategy to TEACHING TIP
inform future planning, assessment and evaluation of teaching styles. Get into another lesson, preferably outside your own subject specialism, and listen to the different type
of questions that teachers use. Make a record of student response time, the type of questions asked,
the climate for learning, the distribution of the questions and the manner in which the responses are
dealt with. Use the prompts above to focus your observation.

38 39
PONTEFRACT ACADEMIES TRUST

Some questions to consider whilst carrying out a peer observation/learning walk

+ What I am looking for? People are more likely to see something if they are looking for it!
THE ART OF
+ How do I know when I see/hear it? EFFECTIVE FEEDBACK
+ What phase of the lesson do I need to be in to observe it?
+ What do I do with what I have learned?
Feedback is so intrinsically linked to our daily lives that pedagogical approach. Improving the impact of feedback to
+ How do I evaluate the impact on my practice? we often underestimate its power to alter performance. students starts with a teacher reflecting upon the impact of
+ How do I evaluate the impact on my students? As social animals we give each other feedback all the the types of feedback that they currently offer.
time; with the words we use, our body language, facial
There are a number of well-developed models of teaching and curriculum that generate substantially higher levels expressions, tone of voice, the manner in which we engage The fallacies around written feedback are well documented
of student learning compared to “normative” practice. Importantly, the most effective models of teaching are also with others etc. We have become expert interpreters of the and will, to a certain extent, be used to tweak a new model
models of learning that increase the intellectual capacity of all students. These models achieve their power through subtle, and not so subtle, feedback indicators that we have of feedback as we move into an era of linear examinations.
the thorough integration of a teaching strategy with outstanding assessment for learning (AfL) principles. The most been programmed to perceive. We simply cannot not give I have lost count of how many teachers report that the time
effective curricular teaching patterns induce students to construct knowledge and to inquire into subject areas feedback! they spend writing really positive, coherent and directional
intensively. The result is to increase student capacity to learn and work smarter. written feedback in students’ books/exams/essays etc. is not
In terms of education it has long been documented that being translated, or reciprocated with effort, that correlates
academic feedback is probably more important in relation to to an improvement in attainment. This of course may not
achievement than any other teaching strategy. The impact be the norm; but it certainly exists in many schools across

ASSESSMENT FOR LEARNING:

of feedback has a correlational relationship with how well the UK today. With the pressure from internal and external
we know the students in our care. Feedback has a maximal educational influences (government, parents, and leaders)
impact when students receive it from teachers that have to have evidenced that teachers are marking work and

THE HEARTBEAT OF EFFECTIVE high expectations and credibility. Teachers who know their
students well can alter the delivery style of the feedback;
‘doing their job’ some have lost their way; the volume of
written feedback becomes more important than the quality.

TEACHING we know students that will take a more critical oral or written
comment compared to those that require the message to be
tempered differently. The Gordon Ramsey feedback style
Over relying on written feedback can also increase marking
time. We all know too well that written feedback, no matter
how poignant it is, loses impact the longer it takes to get it
will not work on everyone! back to the student.
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. Every opportunity should be taken to use the knowledge In short, written feedback that is too generic, or unacted
gleaned from discussions and interaction with students upon, has no impact. You are now marking to be a teacher
Have a professional conversation with a colleague to decide upon the impact on learning each characteristic has. How do to personalise the direction and speed in which they are rather than marking to improve outcomes. This is why
you implement and analyse the impact of each characteristic in your own lessons? travelling towards their academic goals. choosing a range of proven feedback strategies is the best
Could you coach others to do the same? thing that we can do. This is also why self-reflecting on the
The principles of effective feedback best feedback strategies, against the ones that a teacher
There are many ways to offer students feedback on currently uses, should be encouraged.
their performance; some are very simple to implement
AfL: Self-Assessment AfL: Peer Assessment in a classroom whilst others require a more nuanced

STUDENTS STUDENTS TEACHERS

1. Ask relevant questions to extend 1. Show consideration to others 1. Are clear and constructive about TEACHERS STUDENTS
their thinking ideas and answers areas for development
2. Demonstrate initiative and 2. Provide constructive support and 2. P rovide opportunity to reflect
+  re clear and constructive about areas to develop/
A +  ct upon feedback because they are taught the
A
resilience feedback to peers upon development
improve. importance of it as a tool to improve.
3. Identify improvements that would 3. Identify improvements that would 3. F eedback in multiple ways in the
benefit themselves/others benefit others classroom (oral, written, body
+ Provide opportunity for students to reflect upon the + Understand that feedback is a two way process – the
feedback. receiver must feedback to the giver and vice versa.
4. Explore issues or problems 4. Use questions to find out what language)
5. Use reasoned arguments to peers know and understand 4. K now the students well and make + Provide feedback in multiple ways (oral, written, body + Use their time effectively (guided or non-guided) to
support evidence 5. Feel comfortable to ask each judgements to ensure progress is language, formal, informal etc.). ensure that important feedback is recorded and reflected
6. Invite feedback and deal other questions and obtain being made + Receive feedback in multiple ways (feedback boards, upon for future use.
positively with criticism feedback 5. P romote high level of self- email, meeting times with students etc.). + Encourage each other to provide feedback through
7. Use effective and seeking 6. Support the attainment of others esteem and confidence within the + Know the students in depth so feedback discussions can written and oral work.
questions in the classroom students following feedback be tempered accordingly. + Are taught the difference between deconstructive and
8. Current attainment is known and 7. Generate ideas and strategies 6. C reate review time in the + Promote high levels of esteem and confidence within the constructive criticism.
target grades are understood to assess each other in the classroom as part of their students; it’s OK to be wrong sometimes! + Are trained to work with teachers, parents and
9. Consider multiple resources classroom feedback strategy + Promote review time in the classroom to review stakeholders to ensure that feedback is culturally
(resourcefulness) to aid self- 8. Demonstrate resilience in their 7. P rovide standards and a defined feedback. embedded.
progression uptake of constructive criticism quality to aim for (modelling) + Model standards so that feedback is directional.
10. Communicate the next steps 9. Are not afraid to make mistakes 8. U se student’s questions to assess + Provide timely feedback.
they need to take to improve the 10. Work collaboratively in groups to understanding + Use student questions to assess understanding.
quality of their work share knowledge and expertise 9. Ask a range of question types in + Ask a range of question types in the feedback process.
the feedback process
+ Act regularly upon feedback that they receive from the
10. Act regularly upon student
students.
feedback and view their
outcomes as a reflection of the
+ Train students to provide feedback to each other.
40 quality of their teaching. 41
PONTEFRACT ACADEMIES TRUST

PROCESS LEVEL
This is the type of feedback a teacher provides a student when he/she is
applying knowledge in an unfamiliar context or at a greater depth than the
previous level. The activities normally associated with this type of feedback are
THE TYPES OF FEEDBACK essay based or activities that asks the students to pull together large volumes
Let’s think outside of the box and consider a different level of prior learning. This feedback is usually written and more detailed but
of feedback. Teachers most commonly use questioning always requires follow up so misconceptions/misunderstanding and knowledge
techniques to obtain feedback from students orally and gaps are “filled in”. Literacy barriers (effective decoding of questions, effective
assessments and written tasks to obtain feedback in a written written responses and higher order application skills) are normally the barriers to
format. How can we use this knowledge to tweak our practice progress at this stage. Intervention therefore needs to be bespoke.
and embed more beneficial nuances into the feedback
strategy?

SELF-REGULATORY LEVEL
This is the feedback students provide themselves because they are skilled
enough to “know what to do when they do not know what to do”. It involves the

THE 4 LEVELS OF FEEDBACK students acting upon external input to drive their own learning. It also requires
the students to understand how their learning could be modified to make
attainment better.
As you proceed down through the four levels the feedback strategies become more complex. They do however, unearth
more personalised misconceptions and barriers to learning that the students possess.

Most teachers spend most of their time in the first two levels. To seamlessly embed all 4 levels into your
teaching takes time to develop; and a dedicated teacher to teach students the associated skills set to act
upon each type. In essence, self-regulatory feedback occurs when the students master learning in any given
SELF-LEVEL topic, can apply it to any novel situation and can think laterally around the content to develop new ideas. They
SELF-LEVEL actively seek out opportunities to develop additional expertise. These students can also be coached to mentor
The simplest level of feedback provided to the students and the teacher. This others so that their skills of personalised feedback can be fine-tuned over time.
is the feedback that provides a simple “yes I understand the content” or “no I
do not understand the content” based upon questions asked during a learning Questions to consider
activity. For example, a teacher may ask a question to a student and the
answer provided will provide an instantaneous assessment of knowledge for 1. How do you embed these levels of feedback into the classroom?
TASK LEVEL the student (yes I get it) or to the teacher (he or she does/does not get it to the 2. How do you create opportunities for these levels out of the classroom?
right extent). It’s important at this stage of the learning process to ensure that
3. How well do you know your students in terms of what they can do, what they cannot do, their internal and
there is a mechanism for students, and teachers, to record/remember/evaluate
external drivers and their potential to be taught how to move through the levels when required?
the reasons why a student may not understand a task or a question and use this
information for future planning/assessment/homework/starter activity/plenary etc. 4. Who is giving feedback to who and when? (teachers, peer to peer, coaches etc.)
This is the quickest of all the stages and new learning can occur instantaneously. 5. What is the impact on attainment and progress with the feedback strategies a teacher is employing?
PROCESS
LEVEL Avoid common pitfalls with feedback

1. Expressing truisms without solutions (“you have spelt that wrong”, “you need to add more information here”,
“try this part/section again because you have missed many learning points”).
TASK LEVEL
A task is provided to an individual student or a group of students. 2. Providing feedback that is non-directional (“well done, you have most of the relevant mark scheme points
SELF- Effective questioning techniques unearth the comfort zones, knowledge and contained within your answer”). Students will not know HOW to improve work with feedback like this.
REGULATORY understanding that the students currently possess. The task is designed to
LEVEL assess the application of this knowledge in either a familiar or unfamiliar context. 3. Providing feedback that focuses only on the negative; this will dishearten students and you may lose
The ability to perform the task successfully (may be an exam question or a group credibility and/or rapport. Deconstructive criticism sets the wrong tone.
activity) will provide both the student, and the teacher, with feedback on progress
and learning. Intervention has to become more astute at this stage to prevent 4. Providing no feedback; if there is one thing students hate it is teachers that do not mark their work, or hand
knowledge gaps appearing later in learning when the more complex associated work back weeks after they have submitted it. This will also dishearten students and you may lose credibility
knowledge must be processed. and/ or rapport. Feedback needs to be timely to have an impact.

5. Providing feedback and not expecting/allowing students to act upon it. If feedback is not acted upon then
students will simply make the same mistakes again and again.

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PONTEFRACT ACADEMIES TRUST

Feedback strategies should be the norm in any classroom THE USE OF DATA IN LESSONS
setting. It should form part of the learning strategy and be Understanding student data and attainment over time is a
expected in all learning conversations. Only through making very powerful tool for teachers when planning a series of Assessment strategies in our education system have once Whilst there are many strategies to promote formative
mistakes, isolating those mistakes and having a framework lessons. again been overhauled as we continue to serve the needs assessment they must all have the following characteristics:
to rectify errors, will we ever be able to attain the standard 1. A variety of detailed progress data is collected to inform of an evolving educational landscape. Many teachers
we expect of ourselves and others. Can you imagine the the teacher of a student’s learning. have lamented that education is all about the “end figures” q Be learner centred (make it about the individual).
impact in our daily lives (learning to be a teacher, teaching 2. S tudent attainment data is used to plan lessons and statistics; unfortunately for us these “end figures” q Positive in ethos (it is OK to make mistakes – learning
your children the difference between right and wrong etc.) if effectively and consider the differentiated needs of the are the make or break digits in defining the next steps a sometimes happens when the starting point is an error!).
the feedback we received was not relevant or acted upon. learner. young person will take in their learning journey. Getting q Develops student skills (record keeping, self-reflection,
A person develops expertise only through constructive 3. F eedback from data capture is used to produce assessment strategies right is therefore pivotal in ensuring independent learning, revision and learning strategies).
feedback. personalised “next steps” for the learner. we are “doing the right thing by our students”. “Teaching q Constructive (differentiated and purposeful to learning).
4. S tudents are seated/grouped in a manner based on to the test” has many short term benefits, but does not q Appropriate (in application, timing and evaluation).
Feedback is simply one of those teaching strategies that assessment data and in a way that is mutually beneficial create a robust young person ready to take their next steps q Develops understanding over time.
we can always tweak to get the sought after gains we for all (effective group work). from one key stage to the next. If teachers drill students in q Relevant (to curriculum, examination and individual).
desire in educational attainment. There is no one-size fits 5. D ata is used to tweak/review/re-do sections of the techniques for earning marks, at the expense of teaching q Diagnostic (against individual and group needs).
all mechanism to make feedback principles work, but there syllabus until student attainment matches potential. for deeper learning, then our best intentions are often moot
are non-negotiables that need to be implemented in the 6. S haring grade descriptors and modelling answers are point. In summary formative assessment is a central part of
individual and collective classrooms of our schools to make embedded as part of the teaching repertoire. teaching pedagogy. It is so central in fact that many
it consistent. The importance of feedback strategies in a 7. D ata is discussed in lessons and students are acutely Formative Assessment strategies and closing the loop teachers often find it hard to get right! Without doubt one
time of educational change can never be understated. In a aware of any discrepancy between target grades and All across schools in the UK formative assessment forms of the most important strategies is questioning techniques
world of linear examinations the input we have as teachers current grades. the heartbeat of the teaching strategy utilised to gauge and the isolation of student misconceptions, errors and
on student progress, intervention, assessment strategies 8. S tudent assessment grades are used to plan booster/ learning. The chosen strategy however is not truly formative misunderstanding. It is just as important to find out what the
and learning are hinged upon the manner in which we intervention lessons focusing on the areas that unless it provides information, and knowledge, that is students do not know as well as what they do know. Below
provide and receive detailed, developmental, feedback. continually cause problems. actually used to take learning forward. Take the following are some strategies that are essential in the formative
9. Teachers know the questions they want answers to and simple example as an illustration: assessment process; we will focus upon two later in the
Our feedback should allow students to move plan lessons accordingly. text.
forward in their learning 10.Data is used to make accurate and confident q The teacher asks a student a question.
judgements about individual student learning and q The student does not understand the question, q Expectations for learning (teachers and students) are
Their feedback should allow us to gauge our progress over time. or cannot answer it. always high.
effectiveness q The teacher moves to a peer for clarification. q Intervention is timely, appropriate and useful.
In summary, expert practitioners of AfL commonly have a q The peer provides the correct answer. q Teachers have the highest credibility.
constructivist approach to lesson planning and execution. q The original student acknowledges the response. q Classroom Discussion and the flow of productive
q Nothing further happens. dialogue is the norm.
q Multiple levels of feedback are occurring to enhance the
This common example will be discussed later in the text learning experiences of the students.
when we deal with isolating and using misconceptions as q Reciprocal teaching allows students to develop expertise.
learning tools. The use of formative assessment is not a tick q Metacognitive strategies are taught, reinforced and
box exercise whereby teachers can say “I do ask questions embedded.
in lessons” or “we do have discussions about the content”.

ASSESSING LEARNING Formative assessment is more than about just doing; it is

about strategically using information gained to personalise
learning and drive standards upwards. Formative
Effective assessment procedures play an important role Questions we must be able to answer regarding assessment should help learners to grow in their capacity
in learner success. They provide us with the tools to assessment strategies to manage their own learning and make progress in specific Teachers should be able to answer
differentiate, personalise, analyse and motivate. High subject fields. Formative assessment should not be used these two questions:
quality assessment needs to happen throughout learning as a labelling exercise but used to provide manageable and
q How do we assess?
and provide a real, holistic “forward looking” snapshot of developmental next steps with any learning intentions. The WHAT DO I WANT STUDENTS TO
q What role does the student/teacher/peer/parent/ ideal is that students engage in formative assessment for
student progress. subject-leader/leadership have on assessment?
BE ABLE TO DO?
one another in collaboration with the teacher. The mind-set
q What strategies do I employ to assess progression? that needs to be adopted must therefore be that ability is HOW WILL I DO IT?
Ability is incremental, not fixed, so assessment strategies
should provide evidence of progression and support q How do I know they are effective? incremental, not fixed. Nations with successful educational
the student’s reflective and independent learning q How are they monitored/tracked? systems believe that young people are capable of anything
characteristics. because of the focus on progress and learning over time
qH  ow much of a profile does assessment have in different
that can occur when the curriculum is taught effectively,
subject areas? enthusiastically and with high expectations. Assessment
qD  oes assessment have a positive/negative impact on strategies should therefore provide evidence of progression
student confidence? towards a pre-planned end point.
qH  ow do we tweak/personalise assessment to assure
students gain confidence and independence in their
chosen subjects?

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PONTEFRACT ACADEMIES TRUST

Teachers need to create frameworks that cater for personalised intervention. These frameworks should allow the
next steps in a student’s learning to become explicit. Each student could record “live” their learning so during group

ASSESSMENT CONTINUED.
activities, Q/A sessions, teacher circulation, plenaries etc. you can intervene instantaneously. This also forms part
of a learning diary that can be used as a useful revision tool before the terminal examinations. It is essential for you,
and for your students, that a record is kept of prior misconceptions/misunderstandings/mistakes so they do not occur
When planning a lesson decide on what the end goal will be – what do you want the students to be again at a later point in the academic year. The framework is as simple as this for a student:
able to do at the end of the lesson? How do you identify students that are making more progress
than others? What is the barrier to learning that is stopping them from moving towards point Z on
the learning line below?

What do I know/can do What do I not know/cannot do Key Words and Core Ideas
Prior Knowledge (big picture) Extension
Y
X Z Big picture content/ Identified through Q/A, discussion, The non-negotiable material is
Previous learning independent tasks, group work, recorded here
visualisation etc. These “barriers”
are recorded live as they occur in
the classroom.

Solutions What I still need to do

New Learning/new skills Process/Application Expertise
How do I work upon the material/ Identified once misconceptions
skill that I did not know, or the have been firmly dealt with – what
Groups of students are represented by the * content in which I could not do? are the student’s next steps to
– teachers need to supply the deepen their learning?
strategy here initially.
Work with...
Work on…
Develop….
Consolidate….
Practice….
Download…..

QUESTION PAPER ANALYSIS

• Describe and evaluate the questions and mark schemes that are related to this topic (common themes, what key
words must you use etc.)
• From my assessments I have learned (evidence provided)
• I need to work on.....
• I need to see (teacher) urgently about (a question, a mark scheme, some content, other)
FIND OUT WHAT STUDENTS Questions to answer:

KNOW BY ASKING THEM A 1. W

 hat intervention strategies do I use in the class to
To make this strategy effective teachers need to do the following:

RANGE OF DEVELOPMENTAL positively impact rates of progress and learning?

2. W
 hat intervention strategies do I use out of the class to
1. Know the type of questions asked on particular topics.
AND CHALLENGING QUESTIONS! promote progress and learning? 2. Know how many marks/weighting is given to a specific topic/content.
3. D
 o students record their misconceptions and the 3. Understand the skills required to be able to answer examination style question types.
Record misconceptions, and solutions, that have associated solutions?
been uncovered at the individual and class level. 4. How much emphasis is there on this process? 4. Plan teaching strategies that remove “exam barriers” for the students.
Misconceptions are a great resource to plan personalised 5. W
 hat is the impact of my intervention strategies on 5. Insist upon understanding what the students know/do not know. A record should be kept by both parties for
homework, starter activities, plenaries, future assessments student attainment? further use.
and to provide evidence of learning over time. 6. H
 ow do I record individual/whole class misconceptions 6. Teach the students the literacy skills to cope with the examination demands.
and successful intervention?
Good teachers utilise student feedback and progress 7. D
 o students make an accurate and reflective record of
markers to intervene at timely and appropriate points in a their learning “cans” and “cannots” over time for review
learning episode. The secret to powerful intervention is to prior to the examination?
make it personalised.

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PONTEFRACT ACADEMIES TRUST

SYNOPTIC ASSESSMENT
How do you assess where each student is on the There is no “one size fits all” or any prescribed method
learning continuum? of teaching that occurs where all students will be at the
exact same place at any given time frame in their learning.
How do you ensure they are all making progress given
their different starting points?
Learning is a messy business that goes on inside the
students’ heads. It is our job to differentiate the learning, METHODOLOGY ‘THE BUY IN’
make it accessible and ensure all our students are making
Intervention as part of a formative assessment strategy progress towards the end point (Z) from their initial starting
CONSIDERATIONS FOR TEACHING There is a feeling amongst many teachers and leaders that
works best when the following occurs: points (X). Some students after a single lesson will be AND LEARNING IN A LINEAR SYSTEM there is a disjointed educational experience for students
still developing new learning whilst others will be seeking who move from key stage to key stage. Students who are
taught solely for examinations (‘teach to the test strategies’)
1. Teachers know their students (strengths and extension.
tend to possess underdeveloped skills that has an impact on
weaknesses). their future learning. New synoptic methodology provides
The validity of the educational changes made to
2. A fit for purpose tracker (used by student and teacher) is It is very common to observe teachers “teaching to the assessment strategies have been hotly debated amongst us with an opportunity to really focus on deep learning and
used to record misconceptions. middle” as most of our learners will be clustered here. educators but one thing is for sure; the changes are the development of skills over time. Historically, the modular
3. Students are coached in the self-reflective process. The result of such a teaching strategy is that the more happening and they are here to stay. There has been a system we worked within did not afford us an opportunity to
4. Intervention is personalised to the individual. and less able in a class often get overlooked. Adjusting lot of concern amongst teachers who perhaps perceive plan a curriculum that promoted in depth understanding of
5. Small manageable steps are provided to move students teaching strategies to cope with this demand can pay great the new methodology as being alien. In addition, there is subject content. The changes in our practice to cope with
toward the “finish line” of the learning expected of them. dividends. This is the nature of our job and it is essential probably a significant proportion of teachers in any school linear examination systems needs to be considered by the
6. Teachers differentiate effectively and use the students that we get the balance right. that have never taught linear specifications before and have following:
current mode of thinking and level of understanding to been trained to be a modular facilitator of learning. The first
question that needs to be asked is this – is teaching a linear Any training organisation involved with developing
intervene appropriately.
curriculum very different to teaching in a modular system? PGCE students
7. Assessment strategies are used effectively to develop
The simple answer is not really. Good teachers will not
learning skills (do students keep a record of when they suddenly become unable to teach overnight! All mentors and leaders involved in NQT training
effectively analyse, justify, explain etc. – you could colour
code these in their books or assessments. The leaders involved in INSET and CPD in schools and
8. Feedback is constructive and directional. colleges across the country
9. There is a commitment to succeed.
10. Teaching develops core skills (resilience, independence,
English) when challenging activities are tackled. The reform to assessment in order to encourage better THE BASIC PRINCIPLES OF ANY
11. H  igh expectations permeate the lesson – a “can do teaching and learning is crucial. We now potentially possess
collaborative approach” is utilised. SYNOPTIC STRATEGY
time to support our weaker learners without the constant
12. Learning is monitored effectively through the lesson pressure from modular examinations. We can also move 1. Synoptic assessments should be cumulative by nature
through astute questioning techniques. away from the perceived ‘spoon fed’ culture that prevents and design.
students from developing a true understanding and love of 2. It should be up to subject teams to create accurate,
the subjects they take. The content and concepts that we weighted assessments.
teach are no longer isolated and the opportunity to have 3. Assessment should only assess what the students have
continuous coverage of all of the assessment objectives been taught at each time frame – this is only fair!
should be exciting! 4. The specification should be used to plan difficulty levels.
5. Appropriate grade boundaries and standards should be
Some questions to be considered to reinforce ‘the buy in’ set (do these differ depending on the assessment type
at different times of the year? – for example what does
1. Do we currently prepare students for the ‘next level’ and a level 6 in September look like compared to a level 6 in
support a seamless transition? (from key stage 2 to 5, June?).
and from post 16 to HE). 6. Are formative and summative assessments designed to
2. If the answer to above is no, what more do we need to enable an ‘A’ grade student to obtain an ‘A’ grade, or a
do? level nine student to obtain a level nine, throughout the
3. Do we sacrifice skills development for spoon feeding to entire course?
meet subject targets? 7. Teach the skills they need over time to compensate for
4. Do teachers understand the educational skills needed the more difficult questions – are these skills explicitly
to be a success at each point in a student’s educational planned for in SoW?
experience (year 1-11, year 12-13, undergraduate study 8. Do we risk assess skills/question types, and if so, how?
and beyond)? 9. How do we use previously assessed material to plan for
5. What does the word synoptic mean to the following the future examinations?
groups of people: 10. Make students fully aware of their synoptic ‘flight path’.
11. C  onsider the implications of giving a student a ‘full’ exam
NQT RQT (recently qualified teacher) paper early on in the course. We should realise that
Students PGCE they are being set up to underachieve unless careful
expectations are conveyed about the outcomes. The
PGCE Parents
proverbial ‘carrot and stick’ assessment should not be
SLT Governors used!
12. All assessments should be standardised. Assessing
Is there a consistent understanding of the term and its ability occurs in every lesson as part of the natural
implications for student achievement? learning process. Use feedback from students to gauge
their ‘readiness’ for the assessments that you plan. Their
exam readiness is reflective of our teaching efficiencies
and our understanding of the exam skills they require
over time.
48 49
PONTEFRACT ACADEMIES TRUST
TO START AT THE BEGINNING
OF THE YEAR –
This is for illustrative purposes only
Students should have frameworks to do the following: An assessment strategy like this gives us a number of interim assessment points and 3 ‘major’ assessment
T1 - 0-3 WEEKS landmarks. The time frames of course can be altered to suit the course design and subject demands. In a number of
T5 - 0-15 WEEKS
1. Understand why they are successful and what examination skills (FIRST 3 WEEKS’ CONTENT) schools, the interim assessment points are monthly or even half termly. The principle however remains the same –
still need to be developed. assessment should be developmental, forensic in nature and allow us to prepare our students for the exams at the
2. Understand the next steps that need to be taken on their end of their key stage.
‘synoptic flight path’.
3. Understand what works best and why (in terms of revision, INTERVENTION INTERVENTION Intervention needs to use the following strategy to make it effective.
AND AFL
learning and retaining information). AND AFL
4. Understand how their work compares to others (of similar and

THE D.I.R.E.C.T MODEL

different ability).
5. Understand how close they are to their learning goals and
T2 - 0-6 WEEKS T6 - 0-18 WEEKS
potential. (FIRST 6 WEEKS’ CONTENT)

A SIMPLE SYNOPTIC ASSESSMENT Diagnose the individual needs following an assessment point (what can they not do and why?).
STRATEGY?
Learning should follow a ‘ramp effect’ from the start of the subject INTERVENTION Implement a strategy that closes learning gaps (1:1 support, bespoke homework, additional classes, after school support, re
INTERVENTION
curriculum (easy) to the end of the curriculum (more demand). This AND AFL AND AFL and pre teaching strategies, peer support, coaching, etc.).
strategy is subject dependant! It does work well for all subjects but Reflect upon the intervention successes between each interim assessment point (between T1-T4 for example).
is entirely dependent on how the curriculum is organised, how many
assessment points have been pre-planned, the skill sets of the Evaluate the pitfalls and difficulties that students experience, and their causes, over medium time frames (PG1 – PG2).
teachers and how effectively student flight paths are understood. T3 - 0-9 WEEKS T7 - 0-21 WEEKS
Collaborate with other teachers both within and outside of your subject specialisms to decide upon teaching and learning
strategies that are having a real positive impact.
The rules of this strategy are as follows:
Tweak your pedagogy as you move forward in time to cater for change, student diversity and assessment strategy.
1. Teachers need to understand the students starting points and INTERVENTION INTERVENTION
minimum target grades. AND AFL AND AFL Information unearthed in year 1 of any key stage can be used to inform planning and teaching in subsequent years. As
2. In principle, a student predicted to obtain a specific grade, or mentioned earlier our teaching needs to become more progressive over time to ensure that the students are effectively
level, at the end of their key stage experience should be able developing more robust skills at the desired rate. In year 2 of the course, links between prior assessments can be made
to attain that grade and keep it (or better it) over the entire time (areas of difficulty, content overlap, misconceptions etc.) to really drive home the expected learning. Content from PG1-3
frame. It does require teachers to decode content and alter PG 1 can be constantly reinforced and even re-sat to gauge retention levels. In some schools the content of PG1-3 is re-assessed
T4 - 0-12 WEEKS
the weightings of the exams that they provide. Over time our using a pre designed paper B that mirrored the assessment objectives, demand and weighting of their predecessor papers.
teaching and learning has to get better to ‘skill up’ the students in In the second year of any key stage the time frames can be repeated, or changed, to reflect the ‘flight path’ strategy that you
our care as we move into more demanding curriculum content. have employed.
The expectations of what a young person can do in September
INTERVENTION INTERVENTION
of year 10 compared to April in year 11 must be considered. If a AND AFL AND AFL
The strategy will depend on the following:
student has a predicted grade of an 8 at the end of a two-year 1. Whether you begin GCSE study in year 9 or 10
GCSE programme than I simply expect that student to maintain
that standard of attainment in all they do on route to the terminal 2. Whether you are an A level teacher (the strategy begins in year 12 and continues in year 13)
exam. PG 1 T8 - 0-24 WEEKS
3. Whether you teach a non-core subject with less contact time
3. Assessment objectives and skills required to meet target grades
must be made explicit in our teaching assessment strategies.
4. This strategy can be tweaked to cater for subjects such as Considerations need to be made on the following in each subject area:
English, history, geography etc. In such subjects there is a
- what do we do with assessment information?
common belief that students do not reach their full potential INTERVENTION
until the latter portions of their courses. It is common for them AND AFL - how often should we assess in our subject?
to be below target grades for significant portions of their course. - how do we plan, track and measure the impact of intervention?
This has implications for student confidence, parental concerns, - how do we use assessment data to inform our teaching and learning?
predicted grades, perception by Ofsted and intervention. A - how do we move forward?
forensic analysis therefore needs to occur on what the students PG2
can and cannot do at different times of the year and what steps
need to be taken to close gaps in knowledge and skills. FROM 24 WEEKS UNTIL THE
END OF ACADEMIC YEAR - To better prepare students for the transition between primary school to secondary school, secondary school to college, and
The questions asked at different times of the academic journey will INTERVENTION AND FINAL colleges to higher education, the manner in which we assess needs to change. Assessment strategies that encourage the
best possible teaching practice deepens learning and discourages ‘teaching to the test’. We now have the time to develop the
depend on what has being taught in terms of knowledge and skills. SUMMER PG3 ‘missing skills’ so often highlighted by educators across the country; namely our student’s ability to effectively communicate
The demand of the assessments should assess working memory,
long term memory and reading and writing skills against explicit on paper, their development of deeper understanding of links between the topics we teach, their development of critical
T = test (T1 = test 1 etc.)
time limits. Question difficulty and demand should be ascertained by PG = progress grade (a cumulative assessment that ascertains thinking skills and independent enquiry, and finally their development of resilience and effective revision strategies. There is
teachers during normal lessons. the development of knowledge and skills, the effectiveness of now time to innovate and potentially explore the interesting additional components of the subjects that we teach.
our intervention and the efficiency of our teaching strategies).

Intervention if necessary (to bridge knowledge and skills gaps

between each assessment point).
The outcomes of the tests (T1, T2 etc.) can be used to inform
predicted grades on route to the more ‘weighty’ end of half term
assessments.

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 10
PONTEFRACT ACADEMIES TRUST

A 10 STEP STRATEGY TO IMPLEMENT

In most cases, where underachievement has occurred, we find that there are
mismatches between the knowledge a student possesses and practices when ENGAGED WRITING IN THE CLASSROOM
compared to the knowledge they express in an exam.

Memorising mark schemes is simply not enough! 1. Establish clear aims – share with the students the 5. Compose together – involve the students where ever
rationale behind what you are asking them to do. possible, simple dictation does not embed learning.
Ensure they have a purpose attached to the task and
where applicable a target audience to write for (other 6. Scaffold the first attempts – provide the frameworks,
LITERACY SKILLS

students, examiner, next year’s cohort, the creation of scaffold their responses, give the time scales for
Most of the assessment strategies we employ invariably have a degree of written
an auditory podcast etc.) completion and ensure they use the correct terminology
communication attached to them. It is well documented, and well founded, that the
and depth to reach your target goals for the session.
development of core skills, particularly the quality of written literacy/standard of
2. Provide example(s) – it is very hard to reach a standard
English, is one of the major threads of the common inspection frameworks to assess
of communication when we do not know what it should 7. Independent writing – give the students time to practice
the quality of teaching, learning and assessment.
look like or sounds like. Provide chunked down models the skills you have taught them.
DEVELOPING

of the type of writing style you want to students to

It is well documented and known by teachers that there can be a massive difference
attain. 8. Ensure feedback is constructive and personal.
between what a student can say, and what a student can write. We work in an
unfortunate profession whereby the outcomes of all our hard work (or certainly
3. Explore the conventions of the text – break text down 9. Draw out key learning – take out the best examples
most of it) are terminally assessed via a written paper. Writing for an examiner is
into meaningful and purposeful sections. Discuss, of written work so students can hear, and see, the
a specialised skill, a skill that many students fail to master and many adults fail
debate and deliberate over the text style, context and key learning steps that need to be taken to achieve
to undertake. It is much easier in today’s world to communicate knowledge and
content. success.
understanding via recorded dialogue, text, email, podcast etc. but despite all the
latest in technological innovation the written exam is still the “bread and butter” for
4. Define the conventions. Demonstrate how it is written – 10. Have fun – if writing tasks become fun students are
the majority of our students. This of course is not to say that we do not embrace new
use as many examples as possible to demonstrate the more likely to repeat the procedure with positive
technologies to deliver our teaching content and enhance our repertoire of delivery
point. associations.
strategies. We must keep a mindful eye on the examination process, criteria and
written style expected to ensure the students we teach maximise their potential. Many
students have not had practice, or very little in previous key stages, at extended or
purposeful writing tasks. We also have other issues to contend with, such as student
confidence with written tasks, or those from ethnic minority backgrounds who have
a limited range of formal writing styles. Research shows that the critical age when
children learn to become good writers is between three and seven. The best schools
SUCCESSFUL WRITERS CONVENTION SUMMARY
are consistent in giving students opportunities to talk, listen and build their vocabulary 1. Know where they are going and how the
to ensure good writing skills are developed. Creating opportunities to improve a writing will end. Purpose
student’s English skill should be a non-negotiable through their formal education.
2. Use key words and terminology effectively. • What is its purpose?
3. Can hear the writing inside their heads and • Who is it for?
make judgements about it so they can edit it. • How will it be used?
4. Use reading to inform writing. • What kind of writing is therefore appropriate?
5. Have a range of styles and text types to
choose from. Text level
6. Are aware of the needs of the reader. • Layout
How do we encourage and motivate students to take on engaged writing activities in our classroom?
• Structure/organisation
7. Rehearse and re-read.
WHAT CAN WE DO? • Sequence
8. Concentrate.
1. Start small; ask another teacher to help you by talking through what you intend to do and to act as a
mentor. 9. Have a good standard of communication in Sentence level
terms of grammar, spelling and punctuation. • Viewpoint (first person, third person, etc.)
2. Work with another teacher or group of teachers who teach the same students. Discuss the barriers that
exist in written communication and devise strategies to overcome them. 10. Accept constructive feedback to improve • Prevailing tense
their capabilities. • Active/passive voice
3. Work together on your approach to developing writing (after four weeks compare). Discuss which
strategies are the most effective and why. 11. Attend to their known areas for development. • Typical sentence structure and length
4. Find someone to pair up with and team-teach. Design the tasks together and divide the role of teacher • Typical cohesion devices and linking words
in the lesson between you.
5. Work with a small group of teachers within your school or college to make change happen where it is Word level
needed! • Stock words and phrases
• Specialised or typical vocabulary
• Elaborate/plain vocabulary choices

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PONTEFRACT ACADEMIES TRUST

THE ENGLISH SOME SIMPLE EXAMPLES

UMBRELLA PACE AND WRITING SPEED

Barrier: identification of signifiers/command words Barrier – text comprehension

REVIEW
Strategy: develop the students’ understanding of the Strategy – in every lesson provide students with a piece
meaning of the following command words (both in and of extended text that requires them to read and record
out of the lesson context); describe, discuss, analyse, areas they find difficult to understand (personalised
READING SKILLS evaluate, suggest, devise, design etc. Once you see intervention to solve misconceptions). Remember it’s just
IDENTIFICATION OF EVALUATION AND these command words, or combination of these command as important for us to know what students do not know as
SIGNIFIERS/COMMAND WORD ANALYSIS OF TEXT words, what are the written coping behaviours we well as what they do know. Discuss ALL identified barriers
should employ? For example, do students know how with the class and decide together ways to overcome
to evaluate effectively? Do students know how to apply them. It’s important that the text is contextualised, age
their knowledge to support/disagree effectively? There is appropriate and uses language that develops their subject
EXAM TECHNIQUE TEXT INTERPRETATION a specific rationale for asking students to evaluate. Very terminology.
AND WRITING AND COMPREHENSION often, when first reading from an extract, a question, a
STRUCTURE theory, a statement or a concept, the initial response Barrier – review
is to form a value judgement; that is to either agree or
KN
OW disagree. However, by applying knowledge and thinking Strategy – many students do not read what they have
LED about both sides of the story, both good and bad, students written! How many times do they make silly errors, repeat
LANGUAGE develop and refine their analytical skills. These skills are the same points unnecessarily or miss key terminology.
SKILLS PROCESSING important as they form the foundation for robust problem It is frustrating for both the teacher and the student alike.
GE

solving and decision making. Furthermore, they help To reinforce the importance of review try the following;
AN

APPLICATION OF KNOWLEDGE build creativity and innovation by encouraging them to Once a student has completed a timed assessment
DS

IN AN UNFAMILIAR CONTEXT challenge how they think about things. This is crucial to ask them to choose a different colour and read all their
KIL

the development of reflective practice. These skills were answers again. At every point where they want to change
all discussed in the opening pages of this booklet. The or add information they do so in the new colour. Provide
S L

importance of their development to feed into student the students with a pre and post review score. In general
grades should, by now, be becoming transparent. you will find that the average student gains at least 2-3
marks in their assessment. Whilst this may seem trivial it
+  ow much time do you dedicate in a lesson to develop
H may also mean the difference between a grade 5 and a
this skill; both orally and on paper? To identify question grade 6, a pass or a fail, or a student getting into college
Providing students have developed the
signifiers students need to learn key terms and core or university or not. As a general rule give the student
knowledge and skills in their lessons (see
1. Choose from the umbrella the areas that cause most concern for terminology. Once they can identify these in a question +5 minutes to review a 30 minute assessment and +10
umbrella handle) then what are the potential
you as a subject teacher. then more often than not the question becomes easier minutes for a 60 minute assessment. This strategy is
barriers that exist which prevent them from
2. Decide amongst your teaching staff which areas are the biggest to answer. not only useful as an examination technique in its own
maximising their inherent potential? Most
cause for concern in your subject. right, but it also makes the students more mindful of their
subjects suffer from a combination of the
above characteristics so what are we doing 3. Devise a strategy (short to long term) that will effectively deal +  ow many students get stuck on exam questions
H learning and contributes to a reflective outlook. Ensure
with these barriers. How is the impact of the strategy being because they are focusing on the wrong words, or all students record their errors and solutions in a learning
about them? In general essay based subjects
evaluated and by who? words which are present to “bulk” the question out and log/diary which can be reviewed before their terminal
suffer most from the barriers identified on the
4. What personal, historical, factual and anecdotal information have actually have no bearing on the response? examinations.
right hand side, where as maths and science
subjects tends to suffer more from the barriers you used to decide upon which areas to focus upon (examiner
reports for example)? +  ow many examples can you, and your colleagues,
H Some examples of the importance of review gathered
highlighted on the left hand side. There are of
5. Commit to long term removal of these barriers. give on this phenomenon? What strategy do you from my experiences of supporting students with UCAS
course overlaps and in many cases it is teacher
6. Share effective strategies and tweak as you see fit. employ when you read words in questions that you do applications to Higher Education;
or curriculum dependant.
7. When marking assessments highlight the barrier that exists and not understand?
the impact it is having on student attainment. “I have been at my current school for 55 years”
Barriers in assessment – reducing the
8. Personalise student feedback to cope with the barrier identified. + How many students do not read question properly and “I attended a fist aid course with St. John Ambulance”
mismatch between knowledge and written
9. Ensure coping and development strategies are discussed and realise that actually some of the more “abstract” words “In my spare time I enjoy hiding my horse”
application
encouraged with the students. and terms are actually explained (literal resilience?). “I speak English and Spinach”
All suggested strategies require a relentless
10. Measure impact of “barrier attack” over time. “I am especially interested in the moths application of the
delivery that develops the skills to overcome
11. D esign specific tasks (writing, reading, discussion and course”
identified barriers in the long term. Most
research) that can be incorporated into the SoW to improve “I was responsible for stick control”
teachers employ these strategies as part of their
student’s literacy skills. “I hope to hear from you shorty”
assessment and feedback in lessons. Making
12. E  nsure all assessment strategies/feedback have a consistent “I wish you all the bery vest” (I love this spoonerism!)
the barriers explicit to the students shares the
learning for all. Some simple strategies are and embedded focus on English skills.
highlighted to the right.

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PITFALL TO AVOID More strategies - “the secret to literacy is making the implicit explicit”.

q 3 x reading strategies (skimming, scanning and independent research).

We are not our students! As experts, we tend to access and apply knowledge automatically and unconsciously (for example q 3 x writing strategies (long & short sentences, varied sentence starts, varied connectives).
we can make connections drawing on relevant bodies of knowledge whilst choosing appropriate coping strategies) and so q 3 x spelling strategies (what words look like, sound like and other connections e.g. mnemonics).
we often skip or overlook critical steps when we teach. q 3 x application in an examination scenario (identification of where this knowledge can be applied at different
levels).
Put your expert feet into the novice shoes of the students you teach!
q 3 x modelling exercises (the student, a peer, you).
Stating the Obvious?
If students needed to integrate multiple pieces of knowledge for the exam, then additional practice that requires increasing
levels of integration or synthesis will help them build this skill.

In short give them more practice at what they need to be able to do!

Written rules – once question/text interpretation has occurred:

q Clarify your thoughts and the purpose of your communication before you start writing. In examinations,
clarity is more important than style.
q  Identify the key points, facts and themes.

SOLUTIONS
q Decide on a logical order for what you have to say.
q Compose a strong introduction and ending. The first will make an immediate and positive impression on the

TO COPE WITH
reader; the second will remain in their mind after they have finished reading.
q Use short paragraphs and sentences rather than long, rambling ones. Keep to one idea per paragraph and

DIVERSITY
put your point in the first line, then add the supporting information.
q Help key points to stand out by the use of headings, sub-headings and bullet points. This will allow your
reader to quickly scan your message for the main points.
q Review – read what you have wrote to ensure all the above apply and the question has been fully
understood, decoded and answered.

q Staff with high expectations of what learners should achieve.

q A school/college wide emphasis on writing, speaking and listening skills.
q A systematic approach to teaching knowledge and skills.
q Careful assessment and analysis of data to determine the next steps and most appropriate action to develop
written communication.
SUMMARY - ANSWER THE FOLLOWING
q Carefully planned provision, which might include additional support or intervention, to meet individual
needs. 1. How do I support learners with writing in an appropriate style and format?
q Rigorous monitoring of impact.
2. How do I engage learners with clarifying and consolidating key vocabulary in each unit?
q Creative use of time, staff and resources.
q High-quality pastoral care supported by effective partnerships with parents. 3. How do I help learners with appropriate reading skills so that they can read effectively in and out of the classroom?
4. How do I systematically identify/tackle and remove the pertinent literacy barriers that affect student attainment?
5. How do I make all of the above explicit in my planning and delivery?

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What skills do you need? What knowledge do you need? What incentives do you have?

1. Effective learning skills 1. Specification content 1. Financial reasons

2. Exam practice 2. How to get a grade 9 2. College places
3. Writing skills 3. Exam format 3. Peer recognition

How does a ‘gifted’ student How is your potential measured What barriers exist?
behave?
1. Teachers tell me 1. Time with teachers
1. Hard working 2. Homework grades 2. Effective revision
2. Motivated 3. Progress in class strategies
3. Organised 3. Difficult content

Table 1 - Student responses

IN THE DYNAMIC ATMOSPHERE OF What is interesting about this little study? Firstly, when 4. Even the most able struggle sometimes with content,
MIXED ABILITY CLASSES IT IS A COMMON repeated in many schools the results tend to be the same and certainly in many cases do not have the expert
OCCURRENCE FOR TEACHERS TO DO ONE whether you speak to students from both mixed or setted context to reinforce new learning.
OF THE FOLLOWING: classes. Secondly, there are the following lessons to be
learned for teachers: 5. Hard work does not always pay off, especially if
+  each to the middle.
T students are working hard in the wrong area/at the
+ Ignore the most able as they “just get on with it”. 1. Never underestimate how little a student knows about wrong things. We have to support students in identifying
+ Not provide opportunity to really extend learning due to effective revision and learning techniques. the curriculum content that they need to spend more
the time constraints of the curriculum. time at with explicit success indicators (including
2. Students need to be explicitly taught how to fluently assessment and evidence of the development of
express themselves on paper under examination expertise).
conditions.
In a survey of 200 teachers of year 11 students the top 3
3. Attainment in assessments over time should be responses to the following questions were as follows:
cumulative (re-testing previous skills/knowledge that
students struggle with) and not isolated (modular

STRETCH AND CHALLENGE assessment strategies).

FOR THE MORE ABLE STUDENTS What skills do students need?

1. Resilience
What knowledge must they
have?
What behaviour must they
exhibit?
2. Resourcefulness 1. All specification content 1. Readiness to learn
3. Critical/reflective thinker 2. How to learn effectively 2. Read around their subject
This of course is not the norm in all classrooms but it Ask yourself the following questions: 3. Self-identification of 3. Highly organised
certainly occurs in a majority. I have spoken to many + How much impact do I actually have in the classroom weaknesses
teachers previously who have expressed a type of on this type of student?
“helplessness” with this occurrence. Rightly so they need + How do I know? How is potential measured? What barriers exist? How do you incentivise the
to spend a lot of their “in class contact time” supporting the + How much impact do I have outside the classroom on 1. Previous attainment 1. Literacy (written students?
less able and decoding content to ensure progression for this type of student? 2. In class assessment communication) 1. In class activities
all. The result is that progress tends to be skewed for the + What are the characteristics of an 8/9 student? 3. Homework/book work 2. Time dedicated to these 2. Trips and visits
most able and we settle for a “maintenance phenomenon” students in lessons 3. Speak to parents
(they are doing really well on tests so we just leave them
+ What impact do I (the teacher) have on unlocking this
potential – what do I do to ensure students can make 3. Revision – “not enough of”
to it). With this in mind you have to question the impact
the progress between an 8 and a 9?
a teacher has directly on students who do obtain high
grades.
+ Do I know what it takes to be a grade 9 student? Table 2 – Teacher responses

In a survey of 200 students in year 11 (all predicted 8’s

If you look online, or in the range of published material,
and 9’s) the top 3 responses to the following questions
there seems to be a little bit of “same old same old” in As you can see the teacher’s responses are not too dissimilar to the students above. It is interesting however to analyse the
were as follows:
regards to the characteristics of a ‘gifted’ student. The differences, particularly in the skills and barriers the two groups perceive, and come up with a teaching consensus.
advice and guidance provided to teachers is generally
good. However, the bespoke strategies that remove
barriers to learning for this cohort are often too generic and
lack any detail in regards to measuring impact.

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What can we do in the classroom? These are not exhaustive lists

The simple things The complex things

Have high expectations Peer assessment strategies
Use your expertise to inspire students Develop “expertise” resources
Provide directional feedback on learning Create student learning logs
Rigorously assess learning Design bespoke assessment resources
Teach content effectively Develop written communication
Set aspirational targets Create impact indicators for success
Teach students how we learn Teach our students’ effective revision techniques
Differentiate effectively Embed higher skills development
Share model answers Develop peer coaching/marking/feedback cohort

What can we do out of the classroom? These are not exhaustive lists

The simple things The complex things

Liaise with parents Develop coaching groups
Organise appropriate trips/visits Create junior examiners
Expose students to graduates/college teachers etc. Develop written communication
Organise intervention Analyse examiner reports
Be a role model Remove personal learning barriers
Reinforce expectations Decode the best revision/learning strategies
Analyse ‘in class’ peer assessment data Develop a marking team to support you

Where do I start? There are so many

successful strategies that a teacher can
employ to make this happen. Creating
junior examiners as the academic year
progresses is a good starting point.

Creating junior examiners

These students’ :

-  Have a full understanding of AO’s and

mark band criteria.
-  Understand how their responses
compare to others.
-  Possess an understanding of
command words and how to apply
knowledge both in and out of context.
-  Have an appreciation of areas in
their exams that commonly cause
problems (and how they can
effectively overcome them).
-  Decide how to share and disseminate
their learning with others through
initiatives that allow them to analyse
other students work, provide
feedback, peer coach and peer teach. Ensuring that all students with top grade potential understand
how to effectively revise, in my experience, has certainly helped
when they are developing expertise over time.

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THE MID POINT - STAGE 2

A FRAMEWORK FOR REVISION AND
LEARNING FOR THE STUDENTS What should I do?

q Identify command words in

How do I do it?

q Choose an area you want to

Why does it work?

Keeping a record of the content/exam

Students, in liaison with their teachers, can decide the best stage to begin their revision based upon assessment feedback, questions and develop strategies practice/complete and once again questions/areas of the exam that
self-reporting, peer assessment and teacher judgement. In summary, the revision and learning strategies are broken up to write fluently for the examiner. go over your “big picture” ideas. you lose marks within, will help focus
into three stages that can be used interchangeably against different curriculum content. These strategies should be used your revision. It is vital that you spend
with all students, but for the more able, the skill set to embed stage 3 often requires explicit support. q Decode content – what comes up q Have to hand all past papers time practicing what you cannot do.
and how often? and write your answers/essays/ This will help you fine tune your exam
Show students the following and ask them to try at least two of the bulleted strategies in each phase. text initially without looking at the technique over time. Only move
q Look at key terms, ideas or skills mark schemes. Repeat this with forwards when you have completely
STAGE 1: THE BIG PICTURE that obtain marks (all exams). as many examples as you can find satisfied these criteria.
STAGE 2: THE MID-POINT that test the content. Compare
q Work in groups to solve problems, your answers with mark schemes/
STAGE 3: THE EXPERT STAGE share concerns and model great other student’s attempts.
answers.
q Update cue cards, mind maps,
q Analyse mark schemes. journal with new learning. What
can you do/cannot do yet – seek
clarification from teachers/
students.

THE EXPERT STAGE - STAGE 3

What should I do? How do I do it? Why does it work?

q Become the examiner. q Write out a bank of questions that If you can use all your learning
could be asked using different to teach others, understand the
q Use comparative writing styles. command words and different exam requirements, attack difficult
ideas. questions and use your knowledge
q Complete flash cards (make in any format then you will succeed.
difficulty cards depicting level 1,2,3 q Aim to use all previous knowledge This process needs to be repeated
content) mind maps, journal etc. to write mark schemes that are for all examined content.
THE BIG PICTURE - STAGE 1 self-assessed against examiner
q Practice timed questions. mark schemes.

q Get coursework in on time. q Lead a group of students in

What should I do? How do I do it? Why does it work?
You cannot attempt exam questions completing the more difficult
q Use resources (notes, booklets, q Read all your notes from the q Don’t accept unsolved answers on questions.
without having a secure knowledge
web pages) to capture the lesson(s). Use your booklets, tests – only file away when every
base. This is often the hardest part
core content and consolidate previous tests and revision guides mark is understood. q Attempt different levels of
to do as you want to get straight into
knowledge. to support this activity. exam practice. If this stage is done questions against the clock to see
correctly the next stages become where time can be gained/is being
q Understand the exam/coursework q Record on a flash card, or the easier. Learn to walk before your run. lost.
structure. beginning of a mind map key Share this learning stage with others
terms and ideas only. to ensure you have developed a q Update your personal tracking
q Evaluate how the content fits into surface expertise. If you can’t “speak” system. Be unstoppable!
your world/study programme/ q Go back over at least 3-5 exam your knowledge you can’t fluently
career aspiration. Make a note papers to find out how this content “write” your knowledge.
of this in your revision notes and is assessed (A01-A04). Record
make the links clear! this on your cards or map.

q Have a separate card/page/journal In conclusion, there are lots of things we can do to support a student’s transition from a grade 7-8 or 8-9.
that records the parts that you do Thinking about their learning from a 360° perspective (what they are doing in the classroom, out of the
not understand yet and seek help classroom and at home) will greatly help. We often have the answers and the simple things we suggest
– be honest!! are most often the most effective. Creating lifelong expertise may not be as difficult as we,
or our students, think!

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Below is an executive summary of a small case study I carried out involving 100 students in key
The question of how much, if any, homework students should complete outside of lessons
HOMEWORK
stage 4 and ‘A’ level. The comments highlighted below are those that were provided most regularly
remains controversial; despite a plethora of research that correlates a positive impact during questioning. Questions were asked on a 1:1 basis so peer consensus could not bias the
between homework and attainment. There is however a fine balance to be achieved between results. It is interesting to note that many teachers in other institutions say that “this pretty much
the provision of ‘whole class’ tasks that do not have an equal impact on a student’s mirrors their school”.
progress, and those that personalise, consolidate and accelerate an individual’s learning.

The volume of homework that students receive, per night, is also highly variable and often subject
specific. In some cases an inconsistent approach with regards to volume by one teacher can have WHAT THE STUDENTS SAY (100 STUDENTS)
a negative impact on the completion rate for another. Little research has ever found conclusive
evidence that mass homework makes a significant difference for every student and conflicting 1. “Homework does not always hep me to learn or get better because I just want to get it out of
research does not make our job any easier. In addition, homework can often cause friction between the way”.
teachers and students, and students and parents. A rigid whole school policy on homework is not
the answer; there needs to be flexibility between subject and curriculum areas to make homework 2. “Homework is pointless”. Common responses were that it was either too easy or too hard to
meaningful, purposeful, engaging and worth the effort. complete. Is there a goldilocks strategy for homework based upon a robust understanding of
student progress and a differentiated, personalised homework strategy?
Here are some thought for teachers to consider:
3. “By the time I get my homework mark back I forgot the content that is within it”.
+ If you are teaching a mixed ability class, with students who are at different points in their
learning ‘flight paths’, why do they all get the same homework? 4. “I cannot understand the teachers’ feedback and therefore I do not act upon it”.

+ If you are teaching a class of similar ability how is homework designed to promote further 5. “If I can get away without doing it then I will; the answers are given to us in class anyway”.
progress? - Is it given to consolidate current learning, deal with recognised misconceptions,
develop a core skill, to promote further learning or to enhance independence? 6. “We have no reflection time, or enough time, to work out what we still have to do”.

+ If you are giving homework that does not require submission of written evidence what indicators
of successful completion are you seeking?

+ What is the impact of the homework you are giving on progress?

+ Do students think that homework grades are reflective of hard work or feedback about learning?

+ Is homework used as an option to cover up what cannot be covered in class?

+ Are teachers trained well in the art of assigning effective homework?

PROBLEMS WITH HOMEWORK –

WHICH ONES ARE IN OUR SCHOOL CONTEXT?
1. A significant proportion of students do not complete 6. Homework is often task orientated rather than
tasks set. learner centred. WHAT THE TEACHERS SAY (25 TEACHERS)
2. Not completing homework leads to confrontation 7. Timely feedback is not provided. 1. “I spend most of my additional spare time marking homework”.
between teachers/students/parents that can impact
on engagement. 8. Rewards systems, and additional support, is often 2. “I do not chase homework any more, if they do it then great, if they do not than that is their loss”.
in place for students that do not do their homework
3. If teachers do not grade homework students will not rather than for those who always submit it. 3. “I need help setting bespoke group homework”.
do it.
9. There is a hyper accountability associated with 4. “Homework only helps those that really need it”.
4. The fallacy with policy – The marking policies teachers setting, receiving, marking and providing
of schools varies tremendously. Why are some feedback on homework (misconception that 5. “Only the good students do their homework, and really, they are the ones that need the least
schools still insisting that teachers ‘tick and flick’. excessive red pen feedback leads to gains in consolidation of content”.
The volume of red pen in a student’s copybook does progress).
not equate to good learning. 6. “There is not enough time to build in reflection and personalised feedback in lesson time”.
10. F
 or a significant volume of students homework
5. The volume of homework set in different subjects has no/little impact on their progress, learning and
varies tremendously. attainment.

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PONTEFRACT ACADEMIES TRUST

20 POTENTIAL SOLUTIONS TO THE 10. Increase the relevance of homework tasks by linking
As schools and colleges move into linear models of assessment we have to ask ourselves the following HOMEWORK PROBLEM the tasks to the following;
questions; are there ways to encourage the development of different skills? Is there a better way to - Summative assessment preparation.
1. The expectation that homework will be completed - The student’s career aspiration (are there
incorporate formative assessment strategies both within and outside the class to re-engage students with should be non-negotiable. Ensure that all
the ownership of their own learning? What does it really mean for a student, at any time of the year to be a employability links in the tasks provided)?
stakeholders involved in upholding a homework - Will the outcomes be shared with different
level 5 or a level 6? policy apply the expectations consistently and fairly. groups of people (peers, other teachers,
The homework culture that needs to be developed leaders etc.)?
Homework strategy – questions to consider What happens if? (Pre-emptive planning)
should work around the principle that it adds value - Do students know how the homework fits into
1. What do you want them to do? 1.They do not complete the homework on time. and supports learning. The consequences for your ‘big picture’ learning intentions (is it for
2. Why do you want them to do it? 2.They leave blanks in their responses. non-submission need to be explicit, visible and consolidation, reflection, independent learning,
understood by students. extension, critical thinking etc.)?
3. What will be the impact on their learning and 3. They tell you they could not do it.
progress? 4. They forget to bring it in to you. 2. Set the bar high - if they underachieve they repeat 11. Allow time in lessons to reflect upon feedback. Give
4. Can the tasks be differentiated so that they are 5. How are you closing the loop between identifying what the task. Re-submission of material does not always students time to share their feedback with others.
accessible for all students? they can do and cannot do? have to be to you. It could be to a peer, a year head, Are there common misconceptions or errors that
5. How will the task support the more and least able? another teacher, a subject leader etc. need a ‘class togetherness’ to correct?
6. How is homework part of a strategy that can lead to
6. How long should it take to complete? concept mastery? 3. The volume of homework provided, and the 12.What is the link between the homeworks you
7. What type of homework develops the skills you are submission dates, need to be negotiated with provide? Is there a skills based continuum that is
intending the students to develop? leaders. Front loading a student on a Monday night made obvious to the students and their parents?
with hours upon hours of work that needs to be
submitted Tuesday morning will not help. Do schools 13. Vary the feedback that is provided (style, length,
have specific homework nights for specific subjects? depth). If you spoon feed a student they become
over reliant, if you give no feedback at all they
Homework grades should only receive partial weighting in the analysis of ‘true’ progress – we are confusing practice 4. Homework tasks need to be carefully planned using become disillusioned. Consider the skills that you
that checks short term understanding with actual demonstration of learning over time. Have you ever seen this in a the curriculum schemes of work and your knowledge want the students to develop once they receive your
classroom report? of common areas that students need to consolidate. feedback.
5. Vary the homework task so that assessment 14. Reflect upon their progress and learning based
KS4 1 2 3 4 5 objectives can be met equally and thoroughly. upon the task. Re-do certain sections if necessary.
Homework No. Homework should develop independent learning
skills, research skills, effective written communication, 15. Elucidate where marks have been awarded and lost
Grade 6 7 7 7 8 reflection and content engagement. – what is the priority for intervention?
6. Don’t always provide grades – research suggests 16. Elucidate why a grade is a specific grade – what are
End of Term 5
that grades can often reduce the impact of formative the explicit differences?
1 Assessment comments. If grades are provided do the students
Grade act upon the feedback you have given? How do you 17. Practice specific tasks recognised as ‘areas for
close this ‘learning loop’? development’.
The tracking, intervention and weighting homework receives in schools and colleges should be used only as a marker 7. Homework tasks need be at an appropriate level
of potential. We have to remember that for some students homework will be copied, or done at the last minute. 18. What are the next steps to augment the students’
of difficulty. Knowledge of what the students can, learning and to add value to the original task?
Mark schemes can be found and shared easily and many students put little thinking time into the completion of their and cannot do, prior to providing the task will help
homework. These problems normally arise if the task set is not fit for purpose, has unrealistic deadlines or the culture Do you want them to;
reinforce the expectations of timely completion. - Provide you/their peers with supportive
of submission is wrong. You may want to vary the skill that different groups feedback that changes grades;
of students need to develop. In an essay based - Create a product/paper/mark scheme/case
homework for example the more able could be study/scenario/;
expected to complete an essay and to demonstrate - Carry out independent research;
accurate planning, knowledge, synthesis, analysis, - Carry out group research;
The tracking, intervention and weighting homework receives in schools and colleges should be used only as a marker of evaluation and the use of key concepts. For other - Do nothing;
potential. We have to remember that for some students homework will be copied, or done at the last minute. students it may be challenging enough to plan an - Update a learning journal;
Mark schemes can be found and shared easily and many students put little thinking time into the completion of their essay and write a 10 line introduction.
homework. These problems normally arise if the task set is not fit for purpose, has unrealistic deadlines or the culture of 19. As the year progresses allow students to take
submission is wrong. 8. It is also useful to have additional support in place (in ownership of different additional tasks to support
school or at home) to allow students who are really their personal learning journey.
Creating a homework policy that suits the needs for all learners is a difficult task, some may even argue an struggling to feel that they are making progress. For
impossible task. However, with the right mind set, personnel and policy, homework can add real value to a student’s some, skills development will take more time and 20. Don’t always brand work to be completed out of the
learning. It is poor strategies and unrealistic expectations that causes the proverbial negativity around homework. The key more effort. classroom as ‘homework’. This term has negative
facets to remember are related to task variety, expectation and purpose. Homework should never be given for the sake of connotations and poor emotional value. Think of
giving it; this leads to an additional workload stress for both the teacher and the student. When homework is branded as 9. Make feedback purposeful and timely. Feedback alternative brands for the tasks that you want the
an essential part of the learning process and students experience success, engagement and ownership over their should focus on the following three aspects: students to complete.
learning, homework becomes part of a schools non-negotiable culture of achievement. - What the student has done well?
- What does the student need to do to improve?
- What does the student need to do to deepen
their learning and make further progress over
time?

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TRACKING PROGRESS:
ARE WE GETTING IT RIGHT?
THINKING ABOUT PROGRESS THINKING ABOUT TRACKING
- SOME PRESUPPOSITIONS - SOME PRESUPPOSITIONS
The measure of progress is often subjective, messy to Tracking systems should be simple and easy to interpret.
evidence and fraught with over complication. What are They should also use language that is sensitive, especially
the exact secure indicators of progress per student? If a for those students who are not making expected rates of
student is suddenly making better than expected progress progress. The impact on a student’s confidence, status
how do we manage predicted grades? If progress was amongst peers and well-being can be negatively impacted
better than expected does that mean we had lower upon by such reporting measure. Tracking data can often
expectations of that student in the first place? In my be misleading; some students make greater rates of
experience, the students who make the best progress progress towards the end of an academic year compared
have the most inspiring teachers. These are the people to the beginning. The influence of teacher credibility and
(we all know who they are in our schools and colleges) rapport has been well documented and we must strive
who know how to get the best out of the young people to work in an environment where making mistakes and
in front of them. They also understand how to decode getting things wrong on route to a predicted grade profile
the curriculum and ‘up skill’ the students to cope with the is OK. This is part of the learning process, and often the
demands of the written and practical assessments. These most valuable part. Should we all make the same rate
people need to be consulted. Up to 40% of teachers in of progress, in the same time frames based upon our
online opinion polls have indicated that they are unsure previous attainment? Of course not, so why should we
how to assess and track progress in the new examination expect anything else in our classrooms.
system. Worrying times for the profession; if we don’t
know, then who does? Schools have set brave targets and Learning and evidencing/tracking progress, for some,
‘flight paths’ in response to government expectation. We simply requires more time, patience on our part and the
can only hope that teachers do not practice the ‘treadmill right type of feedback and intervention
effect’ and get through curriculum at the expense of depth
and differentiation at the top and bottom ends of ability. We In summary, all we can do is the following:
must also hope that creativity is not stifled at the expense
of target setting agendas; time will tell. + Teach the curriculum content
+  ssess ‘where students are at’ using ‘the right
A
We have to accept that progress occurs at different assessment strategies’
rates, at different times, for different students. The big + Intervene and plug gaps in skills and knowledge as they
questions we have to ask ourselves are the following; arise
+ Get them ready for the exams
+ When we track progress, are we doing it the right way?
+ What are the best strategies to produce valid data?

“The most important single

factor influencing learning is
what the learner already knows.
Ascertain this and teach him/her
accordingly”
DAVID AUSUBEL

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TRACKING PROGRESS
Rule number one – all tracking systems should serve the
student! It should not involve complex drop down menus,
complex data and information that requires a Master’s Degree
in logistics to decode. QUESTIONS TO CONSIDER
Tracking strategies should display the following characteristics: q How frequently do you want to assess learning for the purpose of tracking?

q Be simple to understand at all levels (parents, students, q Are you going to use broad assessment measures to track progress?
teachers, leaders, governors).
q Support the planning and learning process. q Tracking progress is best when it looks holistically at what has been
q Reflect true progress. learned and not just from the last key assessment point.
q Provide information about intervention and its impact.
q Treat a young person as an individual.
THE PRINCIPLES OF TRACKING
A good tracking system should serve all of the above and THE RIGHT ‘STUFF’
not undermine a schools ethos or values. If every student is
to be valued and nurtured, then the tracking system should q Don’t record everything on a tracker – stick to what really counts in
do the same. A tracking system should fit the school’s vision ascertaining progress.
rather than be created to please external agencies like Ofsted.
Remember Ofsted have no preferred approach to tracking, they q Don’t worry if progress doesn’t fit neatly on a straight line.
will work with whatever systems you have in place.
Good schools and colleges do what is right for their students
and no-one else. We sometimes have an overwhelming
desire to make things fit onto scales and tables with little valid
meaning.

EFFECTIVE TEACHERS EFFECTIVE CURRICULUM EFFECTIVE ASSESSMENT

- IN A LINEAR WORLD DEVELOPMENT - SOME QUESTIONS TO CONSIDER
– WITH TRACKING IN MIND
q Create real understanding of content - ‘depth q Have we got the right assessment/testing strategy for linear
before breadth’. qualifications? Can it be improved in any way?
q Tests are designed at timely intervals to assess
q Identify misconceptions through their AfL strategy q How do we decide when it is right to assess/test?
depth of learning.
and use them as springboards for learning. q Are we building in enough independent application of knowledge in
q Homework, and simple tasks, reinforce and
q Possess feedback strategies that facilitate further unfamiliar contexts?
deepen core learning.
learning and processing of information. q Are assessments planned using content students have previously
q Teachers and managers plan assessment that
q Do not predict questions styles for the exam. found difficult?
reflects the full range of abilities.
Instead, they teach skills that allow students to q What are the subtle differences between a grade 4/5, 6/7, 8/9?
q Every assessment point has a timely follow up
cope with the new exam rigour. q Are we confident that we have taught the students the necessary
planned to close knowledge gaps, reinforce weak
q Use assessment and testing as opportunities for skills to cope with the expectations of the different levels?
learning and to intervene where appropriate.
learning. q Do we use assessment/testing scores as indicators of the quality of
q Student grades at any specific time ‘are what they
q Teach students how to learn and to reflect upon our teaching?
are’. Leaders do not take a best fit approach to
their own progress. q How confident are we that the students have retained the key
learning and leave no stone unturned.
q Have credibility in terms of their own subject knowledge from our subjects and will be able to demonstrate this in
q A review of the curriculum is made at designated
knowledge and their understanding of the an exam?
points throughout the year to ensure that depth of
assessment criteria. q Have you validated your curriculum and assessment; can you
coverage is occurring.
q Do not teach mark points - they coach their demonstrate the strength of your curriculum and assessment in
students to think. comparison with other schools?
q Promote higher levels of thinking and problem q Are progress grades used for inspiration or perspiration?
solving in a seamless manner.
q Involve the students in the lesson delivery and
evaluation.
q Encourage students to connect their learning in a
wider context.

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‘’Until we see tests as aids to enhance teaching and learning and not primarily
as thermometers of how much a student knows now, on this day, on this
test, then developing more tests will add little and will remain an expensive
distraction’’- (Hattie)

‘‘Testing under the right conditions is where learning takes place’’

– (Dylan William)

Does the assessment strategy go in both directions (new and old content) to create and reinforce prior learning THE IMPORTANCE OF CREATING
INDEPENDENT LEARNERS WHO
and context?

A RECAP ON ASSESSMENT TO CAN THINK FOR THEMSELVES

INFORM PROGRESS
1. Tests/assessments should be cumulative by The holy grail of education is to get students thinking time for students to process content together and to
nature and design. about what they have already learned, what they are feedback their learning. Where gaps are identified have
about to learn, and what more they need to learn to strategies in place to close them (peer learning, the
2. It is up to subject teams/specialist key stage develop expertise. I realise this is a utopian vision and provision of additional resources, clues to complete
teachers to create accurate, fit for purpose, only occurs in a minority of classrooms. However, there tasks, model answers, opportunities to search on line
assessments. is light at the end of the metacognitive tunnel; creating and defined criteria that indicate when the expected
independent learners may not be as difficult as you may level of learning is reached). Provide students with
3. Test should reflect what the teachers believe the think. opportunities to peer teach, design their own projects
students have learned. and study case studies to develop wider understanding.
THE PRINCIPLES – KNOW THY SELF!
4. The skills required to complete assessments Showcasing and comparative analysis – our brains
successfully need to be explicitly taught (literacy q Self-regulation – I know what I need to do. are pattern seeking organs. Using model responses
skills in particular). ONCE THE ASSESSMENTS q Self-motivation – I want to do it for myself. (oral and written) can be really beneficial when it comes
q Self-reflection – what more do I need to do, has it to getting students to compare their wok against others,
5. Design the assessments to differentiate the true HAVE BEEN MARKED gone well? or yours. Use highlighter pens so students can highlight
potential in your class. q Self-evaluation – what have I done well and how similarities and differences between their written work
q Establish ‘red flags’ could I further improve? and one of their peers. To make this more beneficial
6. Make a record of common misconceptions that students must have the opportunity showcase evidence
need immediate alleviation. q Select appropriate interventions How do teachers promote these? that new learning has occurred (short to long term). This
q Identify mastery thresholds per student The starting point begins with creating high expectations works well from simple spelling corrections to re-drafting
and a culture of working together to promote learning. text. In addition, providing students with an opportunity
q Develop future formative assessments to mark exams with you and develop assessments to
A teacher’s credibility and teaching skills will be
q Monitor your plan for impact of paramount importance for students to trust that test their peers can also be really powerful! This will
independent learning strategies are going to work for facilitate discussion and evaluation about the standard
them. Remember, many students will be used to a of responses compared to expected.
‘spoon fed’ culture where they can remain passive and
still achieve relatively well. There are no quick fixes; Scaffold content – most teachers provide content that
developing the skills required to independently learn and is simple and gets more complex over time (bottom
become a self-manager will be frustrating. The students up approach). There are times where reversing the
need to develop resilience and realise that failing is part teaching strategy may benefit learning. Revealing the
Tracking student progress to produce meaningful results will take careful planning. We must work collectively together to of learning. most complex information, question or response first
ensure that we are ‘doing the right things’ for our students so that they get the best experiences in school. Finally, we must can be used to signify the difficulty level. This can then
always remember that students are not numbers or pieces of data to be chewed up in a computer. There is context to What can we do? Sharing the skills and processes be decoded and pulled apart to create ‘the sum of all
consider, doors to open and knowledge to be gained so that we create a prosperous and efficient future workforce. needed for students to think for themselves – model parts’ required to develop expertise. This is particularly
the process in lessons. Create opportunities to discuss effective in the science subjects. Often revealing an
and debate content that leads to a deeper evaluation answer and asking students to design strategies and
and analysis of responses. Where applicable, provide methods to work it out can be equally effective.

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Good questioning techniques – teachers ask lots If every student had a record of content/skills/
of questions in lessons but the ratio of the number of misconceptions and misunderstanding recorded in a live
questions a teacher asks compared to the number learning journal it makes the evidence of progress more Problems faced by teachers on route to develop a culture of independence
of questions a student asks is skewed. It is worth streamlined.
supporting colleagues’ questioning strategies in lessons
by: Empowering teachers and students to take risks q Discovery learning – not all discovery q Misaligned expectations – the expectations
- Self-regulatory planning and evaluation are critical learning is effective. There will be times when need to be the same for everyone. Never
q Recording the number of questions asked by the for students to develop expertise. It’s important to you just need to teach the students. Many assume the more able students have the
teacher teach them how to effectively make the right learning students do not have the skill set to effectively inherent skill set to self-reflective and self-
q Recording the number of questions asked by the choices, both within and outside the classroom. Given research content and valuable learning time develop (these skills need to be taught).
students a choice many students will often choose the easiest is lost having to just give them answers if the Never assume the less able students will
q Recording the range of students asked questions tasks to complete. Sharing expectations and targets in activities are not effectively planned. never have the skill set to succeed (they are
during an observed time frame the right manner can lead to better reflective learning. better than you think).
q Recording the question command words Each student should have their own target to reach q Aspirational issues – there will be students
and are not compared against other students in the who will struggle with independence and q CPD - It is worth a school or college investing
Changing the command words to questions asked can class. Problem solving, problem sharing and problem being asked to think critically about their CPD time to ensure the whole staff body
be a simple but powerful strategy to evaluate a student’s dissipation strategies improve learning over time. learning. Many students want to go onto work together on this. Included in this type
deeper learning and understanding. It also encourages Creating a culture where it is acceptable for teachers lessons and just be taught rather than of CPD should be the mechanisms in which
“intelligent floundering” and provides the teacher with an to take risks supports the development of independent having to play an active role in their learning. we learn new information (contextual base
opportunity to really make a student think to their edge learning. Teachers claim that a lack of aspiration or lining to expert level). Many teachers highlight
of their comfort zone. Teachers that create a culture of desire to become more independent can a lack of structured INSET or CPD that fully
independent learning allow time for students to respond be a real blocker. The teacher’s credibility, delineates the best strategies to promote
and have a strategy in place for them to record their patience and understanding of strategies independent learning, metacognition and
misconceptions or misunderstanding to promote metacognition will be needed in deep learning.
(Cornell note taking strategies). these instances.

Self-regulators – persist in directing students to answer these questions.

Build time into lessons for this level of reflection. Creating independent learners that reflect and act on feedback is not easy. However, by introducing some simple
strategies over time students do get used to taking ownership of their learning. It requires a whole staff commitment
1. What do I need to do? to the process so the expectation in every classroom is consistent.
2. What resources do I need?
3. How do I know I am successful?
4. What can I change to make it even better?
5. How could I help others (mentoring/coaching)? WHAT CAN WE DO WHAT CAN WE DO
6. What did not work?
IN CLASS? OUT OF CLASS?
7. If I was to do this again I would…..
8. What is the worst possible question I could be asked about this content?
The simple things The simple things
Have high expectations Involve parents
Use your expertise to inspire students Organise appropriate trips and visits
Use feedback as a driver to improve Expose students to graduates
Rigorously plan for differentiation Be a role model
Characteristics of independent learners
Assess regularly and track progress Take every opportunity to showcase development
q They understand how to learn Teach students how to revise
q They obtain immediate feedback from their teachers The complex things
q Do not worry about failure in the “here and now” The complex things Remove barriers to learning
q Enjoy what they are doing Teach students how to learn Decode the best revision strategies
q Think about their learning and share this with others Create learning journals Create a student marking team
q Understand why they are successful Develop expertise resources Create a student examination team
q Understand the next steps that need to be taken Encourage peer coaching Develop peer mentoring/coaching
q Understand what works best and why Design bespoke assessments
q Understand how their work compares to others Model effective strategies
q Understand how close they are to their learning goals

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THE EDUCATIONAL INSTITUTIONS WHO HAVE LITTLE TO NO GAPS IN ATTAINMENT

WHAT MUST WE CONSIDER TO SUPPORT OUR DISADVANTAGED BETWEEN DISADVANTAGED STUDENTS AND THEIR PEERS STRATEGICALLY,
LEARNERS? CULTURALLY AND PERPETUALLY WORK ON THESE FACTORS TO ELIMINATE THEIR
IMPACT ON PROGRESS.
It is well documented, and has been so for years, that disadvantaged students do not perform as well as their age
matched peers in public examinations. The attainment gap between children from rich and poor backgrounds is
detectable at an early age (22 months) and widens throughout the education system. In short, the same gaps that
begin in very early childhood remain throughout the young person’s school and college years and into working life. Factors we can control - this is not an exhaustive list but does include many of the main factors:
The reasons are complex, the causes are often insurmountable, and whilst there are no quick fixes to this perpetual
problem, there are institutions across the UK making great strides towards eliminating the gap altogether. q The role/skill set of the teacher q Core skills
q The role/ skill set of the leaders q Enrichment
The first step in bringing about change is to have an intimate understanding of the reasons linked to q Data analysis – counting in 1’s q Parental involvement
underachievement. Schools that close the learning gap choose their battles wisely and do not employ a q Climate for learning q Access to resources
smorgasbord of activities that often lead to negligible improvements over time. Secondly we must tackle the q Nutrition in school q Pedagogy including intervention
perception of teachers, parents and the students themselves who often believe that they “will never be able to q Structured learning q Transition between key stages
succeed”.

Statistics published by the DFE say that the gap has narrowed by 10% since 2011. Published reports and research
articles highlight otherwise; Schools need 50 years to close the attainment gap between disadvantaged students
and their richer peers, The Independent, 2017. Either way there is still a lot to do! Whilst this list is in no particular order, the role of the teacher in my experience takes precedent.

THE ROLE OF THE TEACHER

THE SNOWBALL EFFECT
The most powerful facilitator of change is the teacher. It is worth investing a lot of CPD and time to bring teachers, especially
Student’s aspirations play an important intrinsic driver to attainment. Most teachers and leaders identify this as NQT’s, up to speed with the best strategies for closing attainment gaps. Of significance importance is the teacher’s mind-
a key factor for underachievement. Students self-identify their place in a community very early in their personal set and expectations. The relationship students have with their teachers, and their perception of their teachers sensitivity
development. This is driven by their emotional, academic and socioeconomic environment. Schools that treat towards them, are good predictors of future attainment (Whitehead 2007). The teachers’ credibility through the eyes of the
disadvantaged students differently from their peers (different expectations) are culpable of generating a “pigeon student and their expectations for success cannot be over emphasised. The words we use are powerful, personalised and
hole” effect. It does not take long for the human psyche to generate belief systems about self-worth that become internalised by students. Negative feedback can often devalue learning and fulfil the self-prophecies students possess about
ingrained in behaviour. Recent studies have indicated that by the age of five self-esteem is established strongly themselves. This is not to say that we cannot be honest, but it’s the delivery and tone of the message that counts. Teachers
enough to be implicitly measured. Young students are generally optimistic that they have ability to learn a new skill with credibility amongst the students have not only displayed genuine care over time, but ensured visible progress. They
or complete provided tasks. This is called achievement related attribution and is an essential quality to nurture. This are often the role models for students and genuinely inspire them to want to do better. Too often NQT programmes, and
attribute is quickly lost if peer, parent and teacher input is repeatedly negative. Social media access can become INSET days, fail to evaluate the impact of our verbal and non-verbal language on student development. It is worth recording/
an additional negative reinforcer; students will have no problem generating self-fulfilling prophecies on the basis of videoing the best teachers in action to share the idiosyncrasies of their classroom interactions; as these are often at the
what they see, hear and feel. The snowball effect, in essence, results in a student moving through a school system unconscious level.
with a negative self-perception label that progressively worsens over time. In this case, underachievement becomes
a defence mechanism. How often do teachers hear the language of negativity “I can’t do it”, “I don’t know how”, “I During NQT observations, I often record the following for feedback purposes:
don’t know why”. It is an unfortunate part of growing up and learning but at least recognition of the phenomenon may
help leaders and teachers reduce the negative impact it has on disadvantaged learner’s attainment. q Positive interactions including language used
q Negative interactions including language used
There is so much in our power that we can control to influence the experiences of our students. I do however want
to briefly mention factors that are out of control for three reasons: q Pace, pitch and tone of voice
q Non-verbal commands
1. There are not as many factors that we cannot control compared to what is in our locus of control. q Position that the teacher takes up in the classroom (map the room)
q The frequency of interaction with different students (questions asked, commands, formal/informal dialogue etc.)
2. Some of these factors actually have very little impact on the progression of a young student if we circumvent and
understand them, or more importantly do not reinforce or accept them. q The evidence for progress and learning
q The number of opportunities created to gather feedback from all/individual students
3. There are a minority of teachers that will use these factors to set low expectations. q Classroom management techniques
The factors we cannot control – this is not an exhaustive list but does include many of the main factors: q How expectations are conveyed through the lesson plan

q Family income and deprivation indices These factors are intimately linked to the pedagogy and practice of the teacher but are often left out of observational
feedback which tends to focus upon generic practice. It is worth noting that all the pedagogical strategies in the world will
q Nutrition in the home make no difference if a teacher does not have credibility and presence in the classroom. The quality of teaching makes the
q Pre-existing medical conditions biggest difference to learning outcomes, pedagogy matters!
q Parental aspiration
q Language barriers

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THE ROLE OF THE LEADERSHIP TEAM Outstanding leaders empower teachers to do the right
– COUNTING IN 1’S thing and are not afraid of making difficult decisions. It
may sound simple but in practice getting this balance
The culture of “achievement for all” needs to be driven right is more problematic than you may think.
from the very top and a commitment made by the
leadership team to instil the values and moral purpose
of education throughout its staff body. It is not lip service
to a national agenda but more of an explicit moral focus.
The foundations for success are rooted in cultivating
value and respect, having clear lines of authority and
a professional development programme that supports
the needs of the teachers. It is also important to recruit
teachers that are not only highly capable but share the
schools’ vision. The quality of teaching and learning
should be placed as the core purpose and with that
comes a number of questions for leaders to consider:

q Do we have in school variation/inconsistencies? DEVELOPING THE CORE SKILLS

If so why?
One of the biggest barriers to student progression and
q How are the disadvantaged students making progress attainment is the development and usage of core skills
The questions I pose to NQT’s are: across their full curriculum (inter-subject differences)? - literacy (writing, reading and oracy) and numeracy (all
aspects of number manipulation). These barriers exist
q Are leaders in the college visible, available regardless of which end of the educational spectrum
How are you going to become the student’s favourite teacher? and proactively supporting the teachers in their you are at, but the impact on the holistic development
classrooms? of disadvantaged students is particularly severe. There
is a plethora of research that links the efficiencies of
How are you going to generate a “can do “attitude? q Are leaders teaching students? core skill development with the creation of life chances,
employment opportunities and final income. In short,
How are you going to inspire confidence and student self-worth q How is accountability for learning and progress children’s grasp of literacy and numeracy during early
years and primary school is fundamental to accessing
in your subject area? shared with students, parents and teachers – is
the curriculum in all of their future key stages. Targeted
everyone on the same page?
intervention therefore needs to be aimed at those who
What type of teacher do you want to be? q Is time made to discuss the progress of all students, need it the most. This is where rigorous tracking and
and are the right people providing the right tools for the use of data by leaders and teachers is of paramount
success when gaps appear? (meeting time, non- importance. It is useless telling people how you collect
How are you going to be that teacher? data and collate statistics; what counts is how you
contact time, marking policies, etc.)
use the data to make changes, track effectiveness
What training do you need in the craft of teaching to be a q Is intervention arranged and what are the success and make improvement. If core skills development is
success? measures to track effectiveness? a major issue then data collection should inform the
teaching strategy or 1:1 additional support that a student
q Are there opportunities to enhance and enrich may need. The strategy to develop reading should be
learning to make it more relevant to the students? symbiotic to the strategies for developing written and
oral communication. Learning to read should be the
q What comments do external visitors make about the focus in primary, reading to learn should be the focus
school climate on first visits? in secondary school. Core skill development should
embedded in every lesson; this coupled with a rigorous
q Are intervention strategies fit for purpose or “one size assessment strategy to track progress, can be found
fits all”? – this is vital! in all outstanding classrooms, primary and secondary.
Outstanding schools work on the following literacy skills
Leadership teams that foster a culture where every per individual student:
individual student is known, understood (intrinsic and
extrinsic drivers), set appropriate targets for success, q Primary focus: phonetics, word structure, meaning,
nurtured and treated as an equal, create learning comprehension, decoding, enjoyment, confidence,
environments that succeed. Get the simple things right competency and grammar.
and everything else will fall into place.
q Secondary focus: all of the above plus semantics,
fluency, abstract thought, relational text, review,
extended written/oral communication, confidence.

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Many schools and colleges have put in place intensive core skills development initiatives with little impact. BARRIERS q Family liaison officers – some schools employ people
to liaise directly with hard to reach parents. These
1. Parents are hard to reach. specialists become the single contact point between
The reasons why are primarily:
2. More than one teacher wants to see a parent(s). home and school and offer great insight into factors
3. Parents often work during school hours. that may impact a disadvantaged child’s progress,
q Unfocused strategies that only provide surface level solutions
4. Parents do not understand the grading/curriculum. learning and aspirational targets.
q A lack of 1:1 specialist support 5. Parents have had a bad experience in school.
q Using data for the sake of data 6. Parents do not see the “big educational picture”. q Communication systems – how are parents
7. Parents become desensitised to persistent contact. contacted? Are there multiple contact strategies
q A lack of streamlined planning and communication with teachers and parents to engage parents (text, letter, email, Skype,
8. Some parents have language barriers.
q CPD that is too generic 9. Parents may only see specific teachers. personalised invites to school, home visits etc.?).
10. Parents are unsure of how they can contribute.
q Time commitment from staff/SENCO etc. q Curriculum involvement – do leaders plan the
q Attendance and continuity of disadvantaged students curriculum with an understanding of the local socio-
economic drivers? Are parents involved, in any way,
q Poor leadership SOLUTIONS with shaping/developing the curriculum? For example,
q Poor teaching are the experiences of the student’s parents used
Overcoming parental engagement is difficult. The to reinforce British values, PSHE, the facilitating
solutions provided below are just some of the strategies subjects etc.
that have worked in schools and may be worth
considering in your context. The major barrier was q Policy development – parent groups are very useful
related to the times available (without appointments) to support leaders and teachers in developing school
where parents could access teachers or leaders. Good policies. Their involvement can be critical to support
leadership teams have created additional opportunities the moral and visionary ethos of a school.
where targeted parents are invited into a school more
often to discuss progress and development. Parents, q School hubs – schools that form local hubs tend
in some cases are invited to participate in lessons to have better relationships with their immediate
and spend some time with their children throughout
QUESTIONS TO CONSIDER community. Primary and secondary links are
INVOLVEMENT

the school day. This is particularly effective where fundamentally important in developing student
q How involved are the parents in supporting and developing their child in your behaviour management issues are concerned and one relationships, planning for transition, supporting
school? in which I have used to great effect. Leaders who have the development of the student’s at all key stages,
a firm understanding of their intake are obviously in a enriching core skills development and working as a
q How well does your school decode and explain what progress grades actually are position to do this. They use tracking data and teacher collective to reinvent their brand in a community.
– how do you know? comments to inform their discussion and plan ways
forward. Whilst this is not a complete solution it does The factors that cause the attainment gap between
q Are learning strategies (core skills) shared with parents to support their children in circumnavigate one of the most commonly recognised disadvantaged students and their peers are multifactorial
the home? barriers in education to parental engagement. This
PARENTAL

and difficult to eradicate. There are basic principles

strategy, in conjunction with those highlighted below, however that must be present to ensure any strategic
q Do parents understand the factors that hinder student progress? have made noticeable differences in disadvantaged change works. It is important that we remember context,
student attainment. At the very least these students variation and personalised needs. The expectations
I commonly ask these questions in schools and colleges and the responses typically know that their parents are in regular contact with school for all students should be the exact same; they can all
are quite negative. For example, a common response is “some parents are just not leaders! learn, make progress and achieve. The quickest way to
bothered”. When challenged further it becomes apparent that this perception led to a make this cultural is to have the right teachers with the
dismissive behaviour and a resignation that nothing would change; but what if it did? Examples of good practice right skill set in front of the students. Leaders need to
The evaluation of parental engagement is typically poor. consider the factors most relevant to their context and
q Community/family learning – evening classes on engage parents, students and their friends to become
Breaking cycles of low aspiration and disenfranchisement within education is meta-cognition, literacy skills, numeracy skills, more involved. Success breeds success, failure breeds
an important step for narrowing attainment gaps, for both students and parents. parent-student workshops, nutrition and brain failure. If we can engage students and make a sustained
Neighbourhood economic hardship and a lack of role models can also be an development, community project work that deals with commitment to tackle their academic, personal and
important predictor of academic success. Remember for young people trying to form local issues. emotional barriers, then we are certainly on the right
an identity it is easier to fit into a neighbourhood with like-minded individuals than it track!
is to fit into a learning community with adults and peers who are different. Parental q Volunteering – invites for parents to support the
support and involvement provides a better indicator of success for disadvantaged learning or working environment of a school. Inviting
students than their parental social class or prior education. School should do parents (professionals and non-professionals) to lead
everything they can to engage parents. The best schools do. assemblies and discuss important community issues
is really valuable.

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The three fundamental questions to ask following every

lesson are:
A simple framework for success -

THE NQT
consider what you are being judged 1. Have the students in front of me made progress?
against on a daily basis. 2. Have they made progress to the right extent?
3. How do I know?
P.L.A.C.E.S
P = progress The key to becoming a successful teacher is to ask the
L = learning right questions of yourself and others - all of the time.
A = assessment for/of learning Surround yourself with:
C = core skills development
q People that make you think about your practice.
E = employability skills
S = stretch and challenge for all learners q People that encourage you to reflect and self-analyse
the impact of what you are doing.

q People who make you think about learning.

All good NQT and RQT CPD programmes should
consider how they are imparting knowledge about the q People who provide you with time to think and draw
learning process to teachers. The more you understand your own conclusions.
about an individual’s internal and external drivers for
learning, the barriers to learning that exist, how to q People who remind you of how important you are in a
remove them, and how learning actually happens in the young person’s life.
brain; the more reflective you become about the manner
in which you convey content to students. Learning is Try using the following questions as a stimulus to make
a highly personalised and messy business that occurs you think about the non-negotiables of outstanding
in the individual student’s brain. It encompasses practice – this list is not exhaustive but can be used as
application of knowledge in familiar and unfamiliar a stimulus to plan lessons and reflect upon the evidence
GETTING EVERY DAY RIGHT! We hold the future in our hands and with that comes no context. The problem teachers often face is that they you seek for learning on a daily basis.
greater responsibility. are supplying the lesson content and stimulus from
Think back to your time in school and reflect upon the only their perspective; in reality you may have 30
following question; who was your best teacher? When you different perspectives in a class to target. In addition,
think of your response you will probably not remember new teachers often make many assumptions that are
exactly what that specific teacher said, or did, but you damaging to the learning process:
will remember the way they made you feel. Emotional
memories are difficult to forget! If you ask any student q We assume students should love our lessons as
in any school or college across the country who their much as we do.
favourite teacher is, or who the best teacher(s) in the
school are, they will very quickly have a response for q We assume students have effective written
you. Everyone who teaches wants to be in that cohort communication skills.
and there are simple non-negotiables that must become
cultural in your classroom to make it happen. q We assume that they value our input.

Most teachers relatively new to the profession have three q We assume information makes contextual sense to
primary concerns: them.

1. They want to be liked. q We assume that they know how to revise and learn
effectively.
2. They do not want behaviour management issues to
stifle their confidence, creativity or passion for their q We forget what it is like to be their age.
subject. We just simply have to believe in ourselves and others.
The educational landscape has changed and we have q We forget that some may not have home lives to
3. They want to develop their craft fast to have maximum made the move into the world of linearity, Progress 8, new facilitate learning (support, resources).
impact on outcomes. assessment methodology, increased accountability etc.
q We forget that our subject may not connect with them.
This paper primarily focuses on concern number three. How do we simplify and decode the complex
Make no mistake about it; teaching is a tough job. interactions that occur in the classroom? q We forget what it was like to have lots of homework
There are internal and external pressures that people to do.
out of the profession will never understand. Teaching What strategies must a teacher employ to be
is more than just a job; it’s a way of life, a mind-set, a successful in the classroom? q We forget that students are not yet socially and
journey of self-discovery. We have the power to create emotionally mature.
or destroy! In collaboration with students and parents we What are the pedagogical strategies we should be
can share dreams, calm fears, influence thinking and be thinking about when planning our lessons?
remembered for generations.

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Progress and Learning Assessment for Learning CORE SKILLS DEVELOPMENT

q How do I seek evidence of progress? 
q How are the questions I ask designed to probe
q What evidence do the students provide to indicate learning, identify misconceptions and to reinforce
q How are English and mathematical skills being promoted in my lesson?
that they are making progress? prior knowledge?
q How much progress, based upon their starting points, q How do students assess their own learning and that q Can students use the correct terminology and language to succeed in examined material
are students actually making? of others? (orally and written)?
q Do students understand their levels of progress and q Are group activities having the impact I desire? q How do I promote a rigorous written strategy that allows students to showcase their understanding?
how that fits into their expected synoptic flight path? q Do students have opportunities to design their own
q What is my assessment and monitoring strategy questions to stretch and consolidate their learning? q How do I identify and remove barriers to learning associated with weak English and maths skills?
(short, medium, long term) so I possess valid q Is there evidence that the feedback strategies I use
indicators of actual learning? are having an impact?
q How do I create individual context for learning? The q What type of feedback do I provide?
information has to make sense in their minds. The
only way to do this is to elucidate what context and EMPLOYABILITY SKILLS
information they already possess so that it can be
successfully built upon q How do I promote group work, independence, lateral thinking, critical thinking and reflective self-awareness in my
q How do I create a safe environment for learning? lesson?
q How credible am I through my student’s eyes? q How are these skills made contextual and relevant in the eyes of my students?
q How do I develop positive relationships with young
people to engage and stimulate learning? q How am I developing the holistic skills set of the individual student so they are successful in their transition to
q What type of learning role model do I want to be? further education and employment?
q How do I encourage students to speak to each other, listen to each other and support each other?
q Are students becoming resilient and resourceful individuals with the ability to cope with the internal and external
pressures of our educational and employment systems?

Assessment of learning
STRETCH AND CHALLENGE
+  hat type of assessment strategies am I using to assess knowledge, application, evaluation,
W q To what extent are the students being challenged in my lesson?
extended writing, summative understanding, long term learning, and skills development?
q Are some students finding my lessons too easy/boring/too hard?
+ How do I use assessment data to trigger intervention?
+ How do I use assessment data to reinforce my teaching strategies related to previously taught q How does my feedback strategies facilitate progress and further learning?
content, current content, future content? q Do I seek surface level understanding or true deep processing?
+ How do I use assessment data to promote confidence, resilience and self-reflection within my q Is my pace and pitch appropriate for the whole group?
students?
q Do students know how to effectively revise and consolidate learning?
+ How do I use assessment data to design homework and revision exercises?
+ What type of assessment am I preparing my students to take at the end of their key stage
(content, weightings, mark schemes, standards, barriers etc.)? New teachers often feel as if they are jumping from one foot to another as they try to balance the demands of the
+ Am I preparing them effectively to succeed? profession. There is so much to learn over a very short time frame and it can be overwhelming if you do not seek the
right support. The people around you should be your ‘buffer’ in times of need. My biggest tip for new teachers is this;
talk, talk, talk, think, think, think! For example, if you want to get better at your questioning techniques talk to teachers
who are better than you. We have been modelling successful behaviours since the day we were born so use that to
your advantage in your school. Try things out and think about the impact they are having on your daily practice. If it
doesn’t work scrap it and start again. Never persist with low level teaching strategies that require lots of effort with
Remember
little gain. Learning takes time, energy, varied activities and contextual reinforcement to happen. If we race through
lessons under the duress of time pressures then we run the considerable risk of creating little more than isolated
Assessment skills require time to develop. Regular assessment progressively develops the skills required to cope
islands of knowledge – this will be extremely prone to rapid forgetting and is not conducive to long term mastery of
with the examination process. Students learn best when the focus of learning is not just tests – we have to find
content or skills development. If we teach our students the skills to become effective learners, and share with them
the balance between assessment capability and a love of lifelong learning. Information is much more likely to be
our understanding and experiences of the learning process, we inadvertently prepare them not only for examinations,
retained when the students actually enjoy their learning and understand the links between their learning and future
but for successful integration into the working world ahead. This is why there is no profession on earth like teaching.
development. Assessment strategies that astutely provide information of what the students currently can and cannot
Enjoy the accountability by understanding how important you are to young people. Remember you never forget a
do are essential. In learning, failure can often be used positively to make new learning happen.
great teacher!
We often learn best when we learn from our mistakes. Students with a fear of failure do not learn long term as they
The three most important factors in learning are motivation, motivation, motivation
should. Develop the abilities of the students to design and mark their own assessments.
Christopher Ball

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TOP TIPS TO CREATE AN

OUTSTANDING LEARNING
ENVIRONMENT
GO D.I.R.E.C.T 1. Create a collective learning philosophy that is owned and embraced by all. The simple question to ask is
“what do you want learning to look like, sound like and feel like in your learning environment”? Once you have
In the pursuit of “getting every day right” it is vital that we develop a self-reflective working ethos. Anything less decided on the answer how do you go about achieving it?
than a conscious commitment to the important is an unconscious commitment to the unimportant.
(Stephen Covey) 2. Embed simple effective systems that can be easily tweaked, tracked and evaluated and most importantly
understood by all. Never re-invent the wheel, just add more spokes to the one spinning for you.
A simple model for self-reflection and progression is the DIRECT model. It uses “feed forward” theory to affect
change (what will each progress move look like, sound like, feel like at specific times in the future?). 3. Identify the barriers that prevent progression in your learning community. Actively discuss these and decide on
In its simplest form it is presented as: strategies that everyone could collectively employ to break them down. The sum effect of all people having an
input will always be greater than the individual.
DIAGNOSE (diagnose a need) this need may be identified through lesson observation, professional
development requirements, learning walks etc.) 4. Share and celebrate good practice! Create a culture of learning amongst the staff. No-one is ever the finished
article!
IMPLEMENT (decide upon strategic changes) what are you going to do to meet the identified need?
Who are the people or resources that you will need to engage to make the change? 5. Use effective strategies to put down “success markers” for the development of quality. If you are on a learning
journey with a defined outcome arrive to your destination in style! Ensure rigour and robustness are embedded
behaviours rather than words.
REVIEW (short term) set the future short term goals and review them as you move towards the final outcome.
These pre-determined “markers” will prevent you moving back into default position and keep you progressing
6. Everyone is on a personalised learning pathway. Ensure the right people are on the right pathway using the
forward at the edge of your comfort zone.
right resources to develop them. Are there opportunities for everyone to make progress? If not, why not?
EVALUATE (long term) at the end of the learning journey; What has worked well? What has changed? How 7. Track, monitor and evaluate everything you do. If there is no impact, there is no point! The quality assurance
robust was the resource pool? Where do you record the evidence and impact of the change?
procedures in place should be such that the core needs of the learners are fully understood by everyone.
COLLABORATE (share the findings) successful changes and resource development should be shared with 8. Impart appropriate accountability to staff through effective performance management and a culture of
colleagues, leaders and whole staff as appropriate supportive development. If we are in more control of our annual progression, and develop the required
reflectiveness to work effectively in this profession, then performance management becomes more productive
TWEAK (minor adjustments) all successful strategies need tweaking as time passes due to the ever evolving and realistic to the individual needs.
nature of our profession and student intake.
9. Move away from 20th century teaching strategies and embrace 21st century learning strategies. How do we
With each tweak you will add layers to your teaching strategies. utilise the students for planning lessons? What is the difference between teaching and learning, learning and
understanding, understanding and embedding?
“The world has gone mad tweeting, we should go mad tweaking”
10. Create a curriculum that is broad, appropriate and can be taught expertly every day. Review provision of a
This model can be utilised by anyone but it is particularly effective in education where we often get regular basis to tweak where necessary. Keep answering the question; does our curriculum meet our local
caught up in “circular loops of staleness”. and national needs?

It simply allows us to take charge of our own professional development and use the skills set of others to help us
on our way. IF YOU CHANGE NOTHING, THEN NOTHING CHANGES!
“If you don’t know where you are going you will probably end up somewhere else”

“The first step towards getting somewhere is to decide that you are not going to stay where you are”

“Start small, think big”

David Perkins

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QUESTIONS TO CONSIDER
DEVELOPING CREDIBILITY q What type of person do you have to be to teach?
AND HIGH STANDARDS q What personality traits influence learning?
q What personality traits inspire students?
Everyone remembers a great teacher! You may not remember q Is there a correlation between personality/behaviours and outcomes for
exactly what they said, or did, but you certainly remember learners?
how they made you feel. Their impact can last a lifetime and q What is the difference between professional characteristics and
create opportunities that we never thought possible. As any personality traits?
experienced teacher will tell you this is a highly emotional and
pressurised profession. The expectations to perform daily,
remain positive, adapt to change and embrace accountability
can be challenging. Training our teachers with strategies to Unfortunately there is no manual to train someone how to change their personality, but there
improve their credibility is symbiotic with the craft of learning; are ways to modify it and become a better facilitator of learning. The first steps to change are
especially for those new to the profession. Students make their to understand the changes that need to be made. To support some of the obvious research in
minds up very quickly on how they feel about their teachers. this area the outcomes of a short survey of 300 students are highlighted below. The results are
Poor first impressions often go unforgiven for a long time! very predictable. However, in my experience it’s not good enough to know the obvious; great
This is one of the primary reasons that I have included content teachers and leaders act upon it!
in NQT training programmes on the following single agenda
item - ‘have you got the X factor’. Age range 11-18
Number of males = 150
The reasons are simple: Number of females = 150
School types = private, inner city, sixth form college, specialist education, 1 x referral unit
1. Without credibility in this profession pedagogy can be largely The survey was carried out face to face with students
ineffective.
The questions was asked were:
2. Certain personality traits are favoured by students and 1. What are the professional characteristics of the best teachers?
therefore directly or indirectly influence learning (correlation 2. What personality traits inspire learning?
not causal relationship).
The reason there were two questions asked were as follows:
3. Students quickly choose their favourite teachers and this Let’s be clear you need both, there is overlap, but there are cases where a highly professional
has a long term impact on progress and learning. The school teacher does not always inspire learning due to the student experience with teachers that
grapevine is small and highly utilised by students to discuss are highly interpersonal. Conversely, there are teachers who students adore due to their
the traits of their best/worst teachers. There will be an personality traits but make little progress due to the teacher’s lack of robust professional
unofficial league table of teachers in your school ranked from characteristics. A balance must be struck. In short, the research indicates that students perform
best to worst. In truth, experienced staff could either predict it better with teachers who displays fluidity. After all, the lines between exam success and holistic
themselves or suggest where they are on it! development can often be blurred. There is also a correlation between student progress
(measured from baseline data) and how they evaluated the teachers with the best professional
4. ITT and traditional PGCE training courses rarely spend much characteristics and personality traits. The students were not supplied with any examples of
time on developing or analysing a teacher’s behavioural and either to avoid bias.
personality traits.
It must be noted that both professional characteristics and personality drivers are context driven
5. Each teacher has a definite personality but not every teacher and must match school expectation. For example, consider the teacher in a high performing
is a personality in a school. private school compared to one in an inner city underperforming school. Which factor(s) are
more important to inspire and engage students’ learning in these instances? Each school in
6. Teaching is emotionally and physically draining and you need the country has a defined culture. Teachers who do best in specific institutions are morally
mental preparation and support from others to succeed. and personally aligned to work with students in that environment. The results of this survey
are therefore generic but they do encompass student responses from a wide range of very
different school types. Only the top five most common responses are included. Their exact
impact on learning and progress are difficult to fully quantify but they certainly encompass the ‘X
factor’ package that makes an overall difference. The responses highlight the overlap between
perceived professional characteristics and personality traits.

These are simply the student responses and therefore a reflection of their perception.
The text in brackets includes supporting dialogue made by the sample cohort.

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PERSONALITY TRAITS –
LEADING TO PERSONAL CREDIBILITY CURRICULUM LEADERSHIP –
q Humour (improves wellbeing and learning climate. Students are also more likely to follow classroom rules when
they know you have a human side – and more importantly you are on their side!).
THE IMPORTANT QUESTIONS
q Empathy (students quickly work out who cares and who does not, who cares more and who cares less. This has THE TEACHERS THE STUDENTS
a more profound impact on a teacher’s credibility and their student’s learning than you think. In simple terms if
1. Where is effective ....X.... being taught consistently? 1. Who are the students at risk in my subject area?
they perceive that we don’t care than why should they?).
2. How do I know that this consistency is having an 2. What is being done to challenge this risk?
q Rapport and collaboration (this is paramount! Students respond better to teachers that understand their lives, impact?
3. How often are the ‘at risk’ students being supported?
their community, their hopes, their fears etc. and also share a little about themselves). 3. How many lesson walkthroughs do I/we carry out per
week to make an informed judgement of the quality of 4. Who is supporting them?
q Temperament (tolerance and patience towards students that are trying but struggling). teaching and learning in my area?
5. What are the intervention strategies employed?
4. How do I record what I see?
q Trust worthy (this trust refers to the predictions you make about their progress and attainment, the trust they place 6. How effective are the intervention strategies and how
in you to help them through academic, social and personal difficulties). 5. How does what I see have an impact on teaching and do I know?
learning in my subject area?
q Whilst the aforementioned characteristics and traits are well known, the idiosyncratic behaviours of great teachers 7. How well are the students achieving in my subject area
6. How do I know?
still needs to be decoded for the newest members to our profession. The best teachers are ‘institutionally fit for compared with school expectations?
7. What are the priorities for teaching and learning at the
purpose’. Some schools require strong extrovert personalities that can manage group behaviour quickly and 8. How well are the students achieving in my subject area
individual (subject) level in my area?
create an energy that inspires learning. Others require highly academic personalities that create constructive compared with school expectations?
environments where self-disciplined students thrive. It seems that fluidity is essential. Teachers that have crystal 8. How are these priorities going to be met and who else
clear frameworks for expectations are perceived as empathetic and inspire the students to be the best possible should be involved?
version of themselves, are the ones that make the job look easy!

THE DATA THE TEAM

1. Where do I store assessment and monitoring data? 1. How often do I meet my team?
2. Who has access to the assessment data? 2. What are the consistent messages that need
reinforcement and evaluation?
3. What type of assessment data is recorded?
3. Who decides on the agenda of such meetings?
4. What types of assessments are being carried out
(formative, summative etc.)? 4. How do I reinforce accountability?
5. How often is assessment data required/recorded? 5. Do we share good practice and track each other’s
progression through the specification?
6. What are the action points generated from assessment
data?
7. How is assessment data used to strategically drive
improvement? THE LEADER
8. Are assessment strategies standardised across 1. Do I share my leadership experiences with other
curriculum and department areas? leaders?
2. How do I evaluate my leadership skills?
3. What does outstanding leadership look like, sound like,
and feel like?
4. How do I reinforce performance management targets
of myself/my team?
5. How do I set performance management targets for
myself/my team?
6. How do I empower teachers to be leaders in the
classroom?

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DIFFERENTIATION
q How are the different groups of learners in the class being catered for?
q What teaching strategy does the teacher employ to ensure all students have
access to the learning objectives?
WHAT TO LOOK FOR IN q Is the strategy successful and how do you know?

LESSONS: MORE IMPORTANT ASSESSMENT STRATEGIES/AFL

q How do the students self-assess their understanding throughout the lesson?

QUESTIONS RELATING TO
q What opportunities have been created to assess the learning of their peers?
q How are group activities contributing to the students learning and progress?
q How are groups organised?
OUTSTANDING LEARNING q What type of questioning techniques are used by the teacher to check, facilitate
and probe learning?
q Are all the questions closed/open/mixed/low level/high level?
q Do questions instigate debate/stimulate discussion/support learning?
These questions will help observers, coaches and trainees to develop their q Is there evidence of high quality marking and constructive feedback?
repertoire of teaching strategies and to assess the extent in which students learn
in any lesson. BEHAVIOUR FOR LEARNING
q How do students interact with each other?
q Do they communicate about non-academic material or in the context of their
EXPECTATIONS – Lesson observers should be able to judge the indicators learning?
of high expectations through the following: q Do they enter into learning conversation with enthusiasm or are they reluctant?
q Are they all on task or not?
q How are expectations set? q Are students looking after their books and equipment?
q Do students arrive on time? q Are students seeking opportunities to improve with their teacher in the lesson?
q When the teacher is talking are the students? (or when they do interrupt is it
acted upon quickly with minimal disruption to the flow of the lessons).
STRETCH AND CHALLENGE
q Are students equipped with the necessary tools for learning?
q To what extent are all the learners being challenged in the lesson?
q Are the students actively self-motivated to learn?
q Do the students find the work easy?
q Do the students listen intently to each other and support the learning of their
q How does teacher feedback facilitate further learning?
peers?
q Does the teacher seek surface learning or true understanding?
q How do they do this?
ENGAGEMENT AND CLASSROOM CLIMATE q Is the lesson pace and pitch appropriate for the learners?
q How do the students respond to the teacher?
q How do the students respond to each other?
EMPLOYABILITY SKILLS
q Do students display an interest in the lesson content?
q How does the teacher promote group work, lateral thinking, critical thinking and
q How is the teacher’s high expectations supporting the delivery of the lesson?
reflective thinking?
q How are links to employment/social skills made explicit to the students?
PROGRESS (and application of learning theory) q Are employability skills promoted through the teaching strategy and how
q How does the teacher seek evidence of progress? effective are they?
q How do the students demonstrate evidence that they are making progress? q Are core skills (especially English/literacy skills) being relentlessly taught?
q How much progress have the students actually made (all abilities)?
q Do the students understand the next steps they need to make to improve? EQUALITY AND DIVERSITY
q How are different groups of learners treated?
PLANNING AND TEACHING q Are all groups of learners making expected rates of progress?
qIs there evidence that the lesson has been well planned with distinct learning q Does the lesson give rise to natural conversation relating to E&D?
opportunities visible? q Is it evident that equality and diversity are integrated fully into the learning
q Are transitions in learning managed effectively? experience?
q How are resources utilised to have an impact on learning? q If an E&D issue arises is it dealt with effectively?
q What are the indicators in the lesson that opportunities to assess progression q How does the teacher take the time to deviate from lesson plan to deal with an
have been carefully planned? E&D issue?
q How much time does the teacher spend teaching/facilitating learning/interacting
with students on an individual/group level/listening to students/providing CORE SKILL DEVELOPMENT – listen to the manner in which students
feedback? and teacher speak to each other.
q How clear are instructions? q How are literacy skills promoted in the lesson?
q Is the lesson engaging/inspiring/contextual (for all abilities)? q Does the teacher promote key terminology and correct usage in context of
examined material?
q How are the students written skills being developed?
q Is there evidence that core skill development (English, maths and IT) takes a
prime position in learning?
q How do you know?
q Are students developing their oracy and written communication over time?
q Are students developing their mathematical skill over time?

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NOTES NOTES

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Wakefield Road, Pontefract.
WF8 4HH

t: 01977 707337
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The content of this booklet is written

and edited by Tom Fay – Executive
Director of Teaching and Learning.