Combined, that should give us a real insight into progress, what the next steps are and we can support that. All pretty logical really!

Teach-check-respond cycle can be… Short cycle: informal, minute by minute during lessons. Constant checking for understanding and responding. Medium cycle: half termly or so, sampling learning from that period. Long cycle: once or twice during the year, sampling from the whole year

Yes. Essentially aligning curriculum & assessment. The clearer we are on what we intend pupils to understand and be able to do, the easier it is to assess whether they understand and can do those things. Then we respond based on what we discover. A continuous cycle of ‘teach-check-respond’!

1. Seldom Seen Kid. Elbow 2. Pumping On Your Stereo. Supergrass 3. Something 4 The Weekend. Super Furry Animals 4. The Breeders. Cannonball 5. Patio Song. Gorky’s Zygotic Mynci #FridayFive

Based on a lot of reading and exploration that we’ve done (CfW guidance, Dylan Wiliam, Daisy Christadoulou) from which we’ve developed assessment approaches and a system that aligns with our curriculum and school culture.

Ours are essentially continue to develop curriculum and pedagogy further, embed new assessment system across the school and strengthen culture of ‘ambition for all’. Research underpinning what we do in all areas.

Ydy. But be aware that you’re there to provide the coffee first and foremost. If (and only if) two sessions become available may you present. And even then, coffee comes first during those sessions. Popeth yn iawn?

That weekend falls at the end of the half term break so I think we’ll avoid it. We’ll confirm a date over coming week or so and then get organising!

Noted!

It’s a video that sparks debate. Did Austin learn from the feedback or did the feedback simply improve the final piece. Did it improve performance or learning?