One teacher had used old GCSE work to discuss – showing Y10 what Y11 did last year in health and social care. There was a positive student response, the quality of work was much higher than last year and there were improved mock exam results.
Another teacher had ‘learning walls’ with examples of annotated student work, so that active learning was demonstrated and getting students to be experts, explaining, demonstrating how they learned and how they achieved something was powerful.
Exemplar materials from exam boards for economics had been used for students to analyse the differ3ence between grades. This encouraged their independent learning and improved their performance.
Visualisers had been used in English and DT lessons for mid lesson learning stops and in one school clear success criteria had been required of all staff in the run up to OFSTED. (Hopefully they continued! SC)
One school had introduced a common format (SALT): strength, attitude to learning, level, target. Feedback on attitude to learning and effort discussed is the need to ensure that effort is effort to support learning so that quiet compliance is not a strength.
Literacy feedback across the curriculum had been explored in one school and APP had also been explored to help teachers give clear and meaningful feedback to students.
Brighton & Hove
Suzanne Morgan | firstname.lastname@example.org
Ellesmere Port, Cheshire
Anne Vickers | email@example.com
Paul Wilson | firstname.lastname@example.org
Amy Parry | email@example.com