|
|
 A2:
Visibility of Effective Learning
Pupils
seeing their learning and achievement, and feeling success.
|
|
KEY
ENABLERS
ASSESSMENT
COMPETENCIES
LEARNING
ACHIEVEMENT
LEARNING STYLES |
ASSESSMENT
An integrated school network provides
effective support for 'assessment for learning', supported
by the use of digital video to record achievements, and
visualisers, and a web-showcase to present it.
Assessment in all its forms continuously
informs the teacher and learner about progress
Assessment makes intelligent use of
a range of data, tracking the learner's progress across
a broad range of attributes
There is a strong focus on promoting
success for every learner and a rejection of stark % A-C
grade judgements in favour of measures that show what every
learner is achieving
There are readily available, interactive,
interesting diagnostic tests that show teachers what is
the right level for each pupil for each individual topic
There are a comprehensive range of
learning materials, in different media, linked to the diagnostics
The school uses a progress tracking
system that gives an "at a glance" view of pupils
and detailed records of the materials studied, and the results
of assessments
A reformed system of assessment, integral
with learning programmes, diagnoses progress, guides learners
and tutors, and provides a dynamic learning profile
'Assessment when ready' is used to
capture achievement and allow for different rates of progress |
COMPETENCIES
Skills and competencies are as prominent
in the teaching as is subject knowledge
Deep processing and higher-order thinking
is given a higher priority than rote learning
Learners' capabilities are demonstrated
through the application of skills and knowledge
The ability to communicate effectively
using a range of techniques is made a high priority in all
teaching programmes
Learners' capabilities are sufficient
to support quality assignments of a research nature that
require the deployment of higher order thinking skills in
the creation of products and outcomes
There is a strong focus on 'key skills'
learnt in context - eg learning to learn, collaboration,
team work, communication, problem solving, information handling.
|
LEARNING
Authentic learning, e.g. linked with
life outside school, provides contexts for building and
applying knowledge and understanding
A project-based curriculum enables
pupils is used to demonstrate a full range of learning skills
The Learning Platform chosen is not
designed around a rigid VLE specification with a fixed view
of learning design, but allows for development and innovation
in learning
Learners have an understanding of
where each learning activity is taking them, what quality
outcomes look like, and how they can make good progress
There is emphasis on the purposeful
use of ICT to enhance learning (rich tasks)
Personal development is an integral
and valued part of the learning process. |
ACHIEVEMENT
There is a shared understanding of
what a high standard of achievement looks like through the
use of exemplars
There is a common language of achievement
that aids an understanding by all members of the school
community of the aims and aspirations of the school for
its learners
Learners' achievements, step by step,
are valued; Learners develop an enjoyment in recognising
the growth in what they learn and what they can do. |
LEARNING
STYLES
Learners are encouraged to develop
their learning preferences profiles (styles) and their capacity
to learn in different ways
Students are aware of their learning
style profile, and how ICT can support their application
of their preferences and the development of their weaker
style |
|
