The Context in Wales

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The Context in Wales

• School effectiveness framework with emphasis on
  improved learning wellbeing
• Focus on AfL
• Revised curriculum assessment framework from
  2008
• Greater flexibility less content
• Changes underpinned by non statutory skills
  framework
• Developing thinking
• Developing communication
• Developing ICT
• Developing number

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The Whole Curriculum
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Developing thinking Assessment for Learning

• Overlapping principles
• Cognitive challenge, thinking about thinking,
  active engagement
• Learning from mistakes, application transfer of
  skills
• Communication, collaboration, (questioning,
  adult/peer mediation)
• Increased independence in learning

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Developing thinking Plan, Develop, Reflect

• Plan - questioning, using prior learning,
  gathering info, choosing strategy, knowing whats
  expected
• Develop - Ideas! Learning from the unexpected,
  seeking patterns, cause effect, collecting
  evidence, making decisions, monitoring progress
• Reflect reviewing outcomes/method, evaluating
  learning, linking to new areas
• http//old.accac.org.uk/eng/content.php?mID708
  (E)

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Assessment for Learning

• Questioning-understanding outcomes/success
  criteria
• Feedback to and from learners, knowing how they
  learn how to improve
• Self/peer assessment range of strategies giving
  greater involvement in own learning
• Celebrating achievement, increasing motivation

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What works for learners with SEN?

• Wait time/time for thinking/space to make
  mistakes
• Visual techniques for planning and feedback
• Attention to language, questioning, review in
  activity, with prompts, teacher modelling
• Focus on childrens schemas, level of development
• Specific teaching of techniques such as mind
  mapping/interactive concrete mind maps
• Increasing pupil flexibility
• Putting skills at the fore when planning

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and for learners with more complex needs?

• Focus on learning process Routes for Learning
• Early development of memory
• Consistent responses to stimuli
• Anticipation
• Cause effect
• Object permanence
• Organising information, seeking patterns
• Generalising
• Expressing choice

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www.tlrp.org/pub/commentaries.html
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Assessing learning

• Focus on characteristics of a learners
  achievements rather than on NC outcomes and level
  descriptions
• Support learners to gain an understanding of
  specific learning goals and associated success
  criteria
• Help learners to use these to develop self and
  peer assessment .
• Include and value wider goals personal, social,
  emotional, participation
• Use many/varied sources of information