Assessment for Learning
Assessment for Learning (AfL) and the pedagogy that underpins it sits behind all our classroom-based work and is a powerful way of raising pupils’ achievement. It is based on the principle 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). Good day-to-day AfL is strengthened by using APP to make useful periodic assessments of the progress pupils are making, as it identifies strengths and weaknesses in their learning, and can feed back into planning using the renewed Frameworks.
The DCSF has recently published its Strategy for AfL, supported with funding to develop and embed it in all schools. AfL underpins the Frameworks and the National Strategies has been closely involved in the production of this document. AfL is therefore a strong thread that runs through all our CPD, support and guidance for school improvement.
The new Frameworks website can be found at
www.standards.dcsf.gov.uk/secondary/frameworks
Strengthening transfers and transition: Partnerships for progress
This very well received booklet explains how good practice from recent case studies has raised standards and reduced the frequent dip in progress and motivation at primary to secondary transfer. Specific actions, including tracking pupils’ progress, effective use of AfL and improving curriculum continuity based on partnership working and collaboration, have accelerated progress in the case study schools.
Copies of the booklet can be ordered by calling DCSF Publications, Tel: 0845 602 2260, or online from
www.publications.teachernet.gov.uk
by quoting ref: 00083-2008BKT-EN.
‘The New Arrivals Excellence Programme has enabled the Ethnic Minority team to work in close partnership with
mainstream teachers. The programme has developed our students' confidence and ability to work in groups.
The focus was mainly on speaking but all four language skills were employed. Developing the Induction
Programme gave subject teachers opportunities for professional development and raised the status of our team
in the school.’
Joanna De Regibus, Head of Ethnic Minority Achievement team, Hampstead School.