Balancing Wellbeing with ‘Catch-Up’

As more children and young people return to their classrooms, the final weeks of term will be memorable for reasons we couldn’t have imagined back in September.

The priority for Headteachers is the mental health and wellbeing of their staff, pupils and families but the message from government is clear, “catch-up… to directly tackle the impact of lost teaching time.”

What is Assessment for Learning?

Back in 2002, the Assessment Reform Group defined Assessment for Learning (AfL) as, “the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.”

Their 10 research-based principles are worth revisiting to focus teaching, wherever and however it will happen.

Pupils_Learning

10 Research-Based Principles of Assessment for Learning

  1. AfL should be part of effective planning of teaching and learning
  2. AfL should focus on how students learn
  3. AfL should be recognised as central to classroom practice
  4. AfL should be regarded as a key professional skill for teachers
  5. AfL should be sensitive and constructive because any assessment has an emotional impact
  6. Assessment should take account of the importance of learner motivation
  7. AfL should promote commitment to learning goals and a shared understanding of the criteria by which they are assessed
  8. Learners should receive constructive guidance about how to improve
  9. AfL develops learners’ capacity for self-assessment so that they can become reflective and self-managing
  10. AfL should recognise the full range of achievements of all learners

Resources to Support Teachers

To support you in deciding where your learners are in their learning, Juniper Education have developed Resources to Support the Identification of Gaps in Reading, Writing and Maths for Years 1-6.

Kathryn Day

Kathryn Day

After leaving behind careers in the wine trade and archaeology, Kathryn Day has worked in various education roles across both primary and secondary for nearly 20 years. She’s been a secondary ICT teacher and subject leader, a local authority computing adviser, a local authority school improvement adviser and a primary school deputy headteacher. Kathryn is Director of Training and Development at Juniper Education.