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English now have a QLA for year 11 which students are able to see their strengths and weaknesses. Students are able to use this to focus areas of weakness for revision after school. As a result of this, a year 10 QLA is in progress that will equally help aid development of stronger and weaker areas of the subject. Year 7-11 all complete fix-it’s in red pen which become a focal point during the next assessment.

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As pastoral lead of year 9, I request that crew leaders are checking weekly targets set by their students and encourage smart targets to be set weekly.

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Make QLAs for Y10 & 11. Used common weaknesses to make fix lessons and feedback. Highlighted and communicated individual strength and weaknesses in 1:1 with students and asking Y10 to reflect a few weeks before an assessment and post assessment to give them time to react and improve. Will continue this approach as empowering.

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Use QLA with Y10 and 11, fix lessons to address common issues, had 1:1 conversations with Y10 students about realistic target setting, give specific feedback on CSAs which will allow students to reach their targets.

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The QLA we use in English has been incredibly useful in setting targets and tracking progress.

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I have regularly communicated with parents requesting support with students as they progress through year 10 and 11.

I aim to more regularly ask year 10 students to self assess and set targets for themselves. I am going to use the marking criteria for this to embed the assessment objectives into their language and understanding.

I aim to update FFTs now that GCSE ART is almost complete.

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Year 10 have reflected on their recent assessment. They were not confident before their assessment but after hearing their results we discussed the importance of their first assessment and the constant re ap we apply in lessons

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Look at where we are headed with year 10 and 11 CMP, how they are progressing, why are the doing the work in a certain way and order.

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QLAs in place for all year groups

Papers reviewed with classes. Individual conversations happened to decided on targets.

Fix lessons in place.

Individual created and shared (but not stick in books

CSA targeted on common difficulty areas.

All teachers aware of top band FFT. Students unlikely to meet identified (more action needed - review- intervention)

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Clear and purposeful feedback on all Yr 11 NEA’s as the progressed through. Clear advice, individual, and a coloured spreadsheet to allow them to see where they were on an individual basis. This was RAG colour coded too.

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I have used the data gained from assessments and mocks to deliver fix it lessons.

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I have created a QLA to analyse gaps in learning and points for revision to support students and feedback what they need to target to improve their grades for next time. This has informed my practice to go through specific questions which were class weaknesses to do class intervention. Students have then set personal targets to reflect and see what they need to do to progress and improve their grades.

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Fix lessons created to address areas for development based on assessment data

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Starting gcse content from year 7 in each lesson, which will create a deeper understanding of the subject. Chef

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Complete a full QLA for year 11 and 10’s, post mocks and assessments respectively. The students then had individual print-outs (taking many hours to mail merge) so they could see what they had done well or otherwise.

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I have consistently communicated targets with students. Students know what level they are working at and what they need to do to make progress.

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QLA spreadsheets created for Y11 mock exams and Y9/10 summative assessments.

Created next step fix lessons based on key areas of weakness. Adapted retrieval starters to frequently reassess areas of weakness post fix. Assigned carousel flashcard decks for CSA to help improve long term retrieval on areas of weakness.

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QLAs shared with students and parents which clearly show RAG of topics to support revision and improvement

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I have reviewed whole class and cohort targets across all subjects to track progress and predict attainment and identify students for intervention and support

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I have created QLAs for Drama. Students make targets in their planner in crew every week.

Year 7 now write self reflective evaluations after performance assessments

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I have created revision resources for my students for their GCSE's

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Consistently discussing Next Steps with Year 11 and what to aim for.

This included revision targets etc.

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I have regularly used self-assessment with all years, enabling students to reflect and set their own targets whilst helping them see why I have given them specific targets.

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Created QLA’s that help me and the students identify strengths and areas to be addressed relating to specific theoretical topics. This is then shared and discussed on a 1:1 basis.

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I have used QLA with parents and students

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QLA for Year 10 following assessment, followed by individual chats about next steps

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I have regularly set and reviewed targets with my Y11 class

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I have used QLAs and shared these with Yr11 students following the mocks to allow them to clearly see their strengths and areas for development.

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I have consistently communicated with parents when students have not completed CSA as this hinders them in reaching target grades.

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I have used my QLA to individualise support to my students.

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I have supported my students through self reflection and set targets for them.

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I have made QLAs for my GCSE Geography classes.