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Regular feedback which allows pupils to improve

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Assess for specific skills

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Talk for Writing

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Starting TFW

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Remove focus on data and use of data analysis tools.

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Knowledge assessments

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Identify areas for improvement

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We need to know our curriculum well enough to be able to identify what progress a student has made

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Providing opportunities
Concurrent feedback- Practical
Reinforcement of learning, transfer of skills.

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Develop a new feedback focus- not data based

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Using life experiences to start learning

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Diagnostic front sheets @ KS4

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Progression of Skills rather than knowledge tests as knowledge comes naturally with skills.

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Having a set of statements that we can use to highlight for students to show their progress.

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Provision is improving for pupils who have been identified for extra support using data i.e. interventions.

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Cross curricular learning

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The current focus on data is causing the lower ability pupils to become disengaged as they move through the school

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based on the useful KS3 strands that develop skills needed @ KS4

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Feedback focused on improvement

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Knowing other subjects within our AOLE to be able to develop and deliver a successful curriculum

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Tracking and Reporting system

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Some skills assessments prepare learners well for the practical assessments in year 11.

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Pupils contribute to success criteria

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To introduce lower workload assessments ie self marking knowledge quizzes.

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Effective feedback to parents so that they can help their progress

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Assessing on practical skills as well as knowledge

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Creativity and giving students the opportunity to pursue they're own creations within the restrictions of the skills being taught.

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More opportunity and guidance for self reflection and improvement

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Less data, more skills.

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Continuous assessments and feedbacks do disengage a significant percentage of learners

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Valuable high quality oracy to support reading and writing skills

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Move away from summative end of Key Stage and more towards 'day-to-day' observational review

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More regular formative feedback to aid progression

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A celebration of what learners cando

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Moving away from levelling to give specific feedback to show progress

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Open book/1 sheet revision notes for tests

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Embracing technology for feedback in Music through Mote - learners able to play back and compare with current progress

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Target preconceived ideas on the subject.

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Reporting to parents - reports need to be more meaningful and more about the pupil as a learner, based on their attitude to learning and any barriers that impact progression

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Use of Google Slides to record work digitally for ongoing feedback

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....recognising that progress isn't always linear

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Assessment of developing skills encourages continuous improvement

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Progress is often visual/auditory and therefore "live" feedback effective

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Greater communication with parents to support learner progress

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Pupil led assessment to create more independent learners

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On-going verbal feedback on practical activities and skills being attempted and developed.

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On-going verbal feedback on practical activities and skills being attempted and developed.

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Learner/pupil focused.
Process and outcome driven.
Not data/smid based.

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Whole school monitoring needs to move away from data led judgements

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Focus on the pupil's needs and not the assessment process - for assessment sake

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Focus on the pupil's needs and not the assessment process - for assessment sake

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More effective use of peer assessment to involve learners in assessment

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Developing peer assessment skills to involve learners in learning

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Whole class feedback.

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Look towards mastery ladders/ish to help identify a pupil's progress and develop encouraging language to help confidence in their learning journey allowing for the risk taking

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Look towards mastery ladders/ish to help identify a pupil's progress and develop encouraging language to help confidence in their learning journey allowing for the risk taking

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Tiered assessment system based on ability