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Assessment for learning should be part of effective planning of teaching and learning

A teacher's planning should provide opportunities for both learner and teacher to obtain and use information about progress towards learning goals. It also has to be flexible to respond to initial and emerging ideas and skills. Planning should include strategies to ensure that learners understand the goals they are pursuing and the criteria that will be applied in assessing their work. How learners will receive feedback, how they will take part in assessing their learning and how they will be helped to make further progress should also be planned.

Assessment for learning should focus on how students learn

The process of learning has to be in the minds of both learner and teacher when assessment is planned and when the evidence is interpreted. Learners should become as aware of the 'how' of their learning as they are of the 'what'.

Assessment for learning should be recognised as central to classroom practice

Much of what teachers and learners do in classrooms can be described as assessment. That is, tasks and questions prompt learners to demonstrate their knowledge, understanding and skills. What learners say and do is then observed and interpreted, and judgements are made about how learning can be improved. These assessment processes are an essential part of everyday classroom practice and involve both teachers and learners in reflection, dialogue and decision making.

Assessment for learning should be regarded as a key professional skill for teachers

Teachers require the professional knowledge and skills to: plan for assessment; observe learning; analyse and interpret evidence of learning; give feedback to learners and support learners in self-assessment. Teachers should be supported in developing these skills through initial and continuing professional development.

Assessment for learning should be sensitive and constructive because any assessment has an emotional impact

Teachers should be aware of the impact that comments, marks and grades can have on learners' confidence and enthusiasm and should be as constructive as possible in the feedback that they give. Comments that focus on the work rather than the person are more constructive for both learning and motivation.

Assessment for learning should take account of the importance of learner motivation

Assessment that encourages learning fosters motivation by emphasising progress and achievement rather than failure. Comparison with others who have been more successful is unlikely to motivate learners. It can also lead to their withdrawing from the learning process in areas where they have been made to feel they are 'no good'. Motivation can be preserved and enhanced by assessment methods which protect the learner's autonomy, provide some choice and constructive feedback, and create opportunity for self-direction.

Assessment for learning should promote commitment to learning goals and a shared understanding of the criteria by which they are assessed

For effective learning to take place learners need to understand what it is they are trying to achieve - and want to achieve it. Understanding and commitment follows when learners have some part in deciding goals and identifying criteria for assessing progress. Communicating assessment criteria involves discussing them with learners using terms that they can understand, providing examples of how the criteria can be met in practice and engaging learners in peer and self-assessment.

Learners should receive constructive guidance about how to improve

Learners need information and guidance in order to plan the next steps in their learning. Teachers should:

• pinpoint the learner's strengths and advise on how to develop them
• be clear and constructive about any weaknesses and how they might be addressed
• provide opportunities for learners to improve upon their work.

Assessment for learning develops learners' capacity for self-assessment so that they can become reflective and self-managing

Independent learners have the ability to seek out and gain new skills, new knowledge and new understandings. They are able to engage in self-reflection and to identify the next steps in their learning. Teachers should equip learners with the desire and the capacity to take charge of their learning through developing the skills of self-assessment.

Assessment for learning should recognise the full range of achievements of all learners

Assessment for learning should be used to enhance all learners' opportunities to learn in all areas of educational activity. It should enable all learners to achieve their best and to have their efforts recognised.

Assessment for learning: a powerful way to improve learning and raise standards. With materials for each subject as well as general information, this guidance will help you integrate assessment for learning into everyday classroom practice.

What is assessment for learning?

Assessment for learning involves using assessment in the classroom to raise pupils’ achievement. It is based on the idea that pupils will improve most if they understand the aim of their learning, where they are in relation to this aim and how they can achieve the aim (or close the gap in their knowledge).

What is this guidance about?

This guidance describes the principles and characteristics of assessment for learning and provides a general checklist and resources for each subject. It aims to promote consistency and coherence in how assessment for learning is used in the classroom.

Who is this guidance for?

This guidance is designed for teachers but may also be helpful for local authority assessment advisers, school managers, trainee teachers and researchers.

It is important that you analyse your school's behaviour management policy but the following discipline policy sanctions can be highlighted;

•  Give extra work to be completed after school or at home.
  
•  Verbal chastisement after lesson or after school.
  
•  Form Tutor’s detention with 24 hours notice.
  
• Subject Teacher’s detention/with 24 hours notice.
  
• Departmental detention with 24 hours notice.
  
• Faculty detention with 24 hours notice.
  
• School detention. This can only be issued by the Senior House Tutor/Head of Faculty or by a senior member of staff and must have 24 hours notice.
  
• Head Master’s detention. This can only be issued only by the Head Master or a senior member of staff with 24 hours notice.
  
• Use of individual daily report sheets issued by Senior House Tutor.  This is then overseen by Form Tutor or Senior House Tutor.
  
• Use of class report sheets which is issued by Senior House Tutor.
  
• Exclusion from a lesson.
  
• Fixed term exclusion. In the case of exclusions exceeding 2 days, work should be set.
  
• Chairman of Governors’ warning.
  
• Permanent exclusion, involving the Governing Body and the School Attendance Panel.

Why do we need change? 

• For economic reasons;   the UK is facing a global productivity challenge, this means we need a high skilled economy. 

• For social justice reasons; a learners background should not determine success 

• To serve each individuals needs, inclusions, personalisation, whatever the learners abilities are, they deserve a certain level of education.

 

The strategies that are being adopted. 

• A new progressive qualification structure
• A learner moves on when he or she is ready to move on
• Emphasis on new learning, new knowledge and inclusion
• Keep learners in education longer
• Diplomas across a range of areas
• Literacy, Numeracy and ICT Functional skills introduced.

 

 The structure of the new education strategy that encourages progressive qualification can be summarized below; 

• Entry Level 1 – Different abilities
• Level 1(Foundation) D-G @ GCSE
• Level 2(Higher) A*-C @ GCSE
• Level 3(Advanced) A-levels
• Level 4 Foundation degree
• Level 5 Honors degree

 

Structure of the diploma 

• Principal learning – This will develop knowledge, understanding and skills relevant to the broad economic sector, connecting subject area to every day life 

• Generic learning – This will ensure that all diplomas contain a common generic set of skills which are relevant to successful learning and employment

• Additional and specialist learning – This will enable learners to tailor their learning according to their aspirations and interests.
• 50% of each diploma will be applied

Child protection is very important when you train to become a teacher, the main points can be summarised below.

 

·         To support the child’s development in ways that will foster security, confidence and independence.

·         To raise the awareness of both teaching and non-teaching staff of the need to safeguard children and of their responsibilities in identifying and reporting possible cases of abuse.

·         To provide a systematic means of monitoring children known or thought to be at risk of harm.

·         To emphasise the need for good levels of communication between all members of staff.

·         To develop and promote effective working relationships with other agencies, especially the Police and Social Services

 Staff must be aware that they have a professional responsibility to share information with other agencies in order to safeguard children. Staff must be aware that they cannot promise a child that secrets can be kept.

 Here are some signs of possible signs of physical abuse;

 

• Unexplained injuries
• Refusal to discuss injuries
• Untreated injuries
• Fear of returning home
• Fear of medical help
• Running away
• Significant changes in behaviour
• Unexplained absences

 Here are some examples of possible sings of emotional abuse;

• Fear of new situations
• Depression
• Withdrawn
• Eating problems
• Drug/Solvent Abuse
• Compulsive stealing
• Self harm
• Detached

 Here are some examples of neglect;

 

• Constant hunger
• Pool personal hygiene
• Constant tiredness
• Low self esteem
• Poor social relationships

 Possible signs of sexual abuse

 

• Bruises, scratches, burns
• Pregnancy
• Teaching other students about sex
• Aggressive
• Withdrawn from friends
• Sleep disturbances
• Depression
• Changes in behaviour
• Tiredness
• Eating disorders
• Provocative sexual behaviour

 

 “A TEACHER WHO HAS REASON TO BE CONCERNED SHOULD ALWAYS ACT IN THE BEST INTERESTS OF THAT CHILD.”

 “STAFF HAVE A DUTY TO REPORT ALL SUSPICIONS OF ABUSE TO THE DESIGNATED MEMBERS OF STAFF WHO WILL THEN INFORM THE HEADMASTER, SOCIAL SERVICES, THE CHILD PROTECTION UNIT OR, IN AN EMERGENCY, THE POLICE.”

Effective classroom practice is very important to deliver successful lessons, I found from my observations that there are number of factors that effect good classroom practice.

 

• Have good preparation and planning for each lesson. This includes marking homework and have resources readily available and in working order.
• Developing personal relationship with class and have good behavioural management.
• Good lesson structure with objectives and aims clearly defined, i.e. starter main and plenary.
• Appropriate questions should be given, with clear instructions and explanations delivered throughout lessons.
• Exercises and activities should be varied and relevant to the subject area.
• Be dynamic and vigilant in the classroom environment. Prepare for pupils with all abilities and ensure that you are ready for problems arising.
• Time and effort should be placed on making sure that lessons deal with appropriate topics and activities
• Lessons should have pace and emphasis should be made on maintenance of momentum.
• Conclude lessons with good evaluation tasks so that lessons can be measured in terms of successful learning.