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Summary of the course

Throughout the five weeks of this course, we hope that you’ve developed and deepened your understanding of how you can plan to support the learning of all your students. We …

Creating Professional Learning Communities

Below we’ve highlighted a couple of the key points from Revising the Definition of Formative Assessment. This was produced by the Council of Chief State School Officers (CCSSO) in the …

Definitions of assessment for learning

Andrea explains the key principles of assessment for learning in the quiz feedback on the previous step. To summarise, assessment for learning is where: There is a classroom ethos that …

Reflecting on your professional development

Well done for reaching the final part of the course, where you’ll review your learning and record your professional development. Jane and Mark will record their reflections of the course …

Working with colleagues

In this video Chris discusses Professional Learning Communities as one approach which can be undertaken by teachers in developing their practice. Such communities, which can exist between just two people, …

What do your students think?

In this step Dylan suggests devising a questionnaire to gather and reflect on your students’ perceptions related to changes you have implemented as a consequence of undertaking this course. In …

The impact of responsiveness over time

In this step we provide an extract from a chapter that presents a collaborative approach to planning for learning, that is particularly relevant to medium term planning across a curriculum. …

Planning units of learning: examples

There are lots of different ways medium term plans can be developed that support flexibility through a unit of learning. Linked at the bottom of this step under ‘Downloads’, we …

Opportunities for assessment: examples

In the following examples the key learning across a topic or series of lessons are provided. Ideas for how the teacher can check for students’ understanding are also provided. Primary …

Planning for learning over time

So far in the course the majority of what we have covered has looked at how we can plan for learning both during and between lessons. This planning goes beyond …
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