Having clear learning objectives ensures students understand what progress will look like

Activity 1: Discuss in your group what range of learning objectives you use and which are most effective

Some more level/exam specific objectives……..

• Some, most, all:• To get a Level 3, 4, 5 you need to…• To get a grade C, B, A you need to…

• Training students to “think like the examiner”, even at KS3, builds confidence in learners and allows them to become self reflective when considering what progress looks like and how to demonstrate it.

Time to plan for progress

1: Surface or shallow learning: this is picking up facts and knowledge. This can be monitored by simple telling and showing“What is…” “How does…..” 2: Deeper or embedded learning: this is making sense of the factual learning…..demonstrating understanding ! This is more complex and not as easy to check progress in. We must be creative in our planning of activities to ensure that this type of learning can be progress checked

“Working backwards, works best”

Consider what you want students to know/understanding/develop by the end of the lesson……..then plan your activities to work towards this goal (or half way point !)

Note in your planning how the activities allow/cater for student progress……rather than just writing down what the activity is

Scheme of work: stick to it ! Work towards set assessment points which students should knowExam questions: use the key wording in your objectives and when you check progressControlled assessment: share criteria with students and use it when discussing targets and checking progressKnowledge development: students should know why they need to know!Skill development: students should know why this skill is useful and how to develop it

Pupil engagement in learning happens when you have planned stimulating activities that allow all learners to make progress

• No copying, unless essential• Hands-on doing• Visual suggestions and exemplar work• No lecturing• PACE: Progress must be on-going and

consistent, students cannot simply demonstrate progress just at the end of a lesson, “they should always be working towards………”

• As little of you as possible !!!!

Time to check

progress

Activity 2: Highlight the “learning” words

Time to reflect on progress

You must cater for students being able to check their learning progress against the objective intermittently

Have a “rounding it all off” moment (don’t fight the bell !)

Self and Peer assessment against set objectives/criteria…..and allow students to set self/peer targets that are also set against future objectives/criteria

Exit Card

Self Check Exit card

Checking my progress: “Checking and demonstrating pupil progress” Name:Fill this in and hand it in as you leave Date:Today I made the following amount of progress

A great deal Some progress Not as much progress as I

couldI learnt the following…..

To improve I now need to…..

: : : :

: : :

Self Check Exit card

Checking my progress: “Checking and demonstrating pupil progress” Name:Fill this in and hand it in as you leave Date:Today I made the following amount of progress

A great deal Some progress Not as much progress as I

couldI learnt the following…..

To improve I now need to…..

: : : :

: : :