Learning on Behalf of Tameside

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Learning on Behalf of Tameside
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Why AfL?
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How we started

• Met as group.
• Met with Janet.
• Reading and research.
• Decisions about action.

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What we did

• Audit practice How?
• Identify focus.
• Develop Action Plan.

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The Big Picture Mind mapping Target setting
Success Criteria Self and Peer Marking
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The Big Picture

• Establish what children already know at the start
  of a topic.
• Mind mapping.
• Involve children in planning by showing them what
  they were going to learn, and allowing them to
  think about what they would like to learn.
• Look back at the end of a topic so children can
  see what they have learned.

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Target Setting

• Layered curricular targets based on identified
  areas for development (must, could and should)
• Smart, child friendly targets
• Discussions with children to reflect on their own
  progress

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Success Criteria

• Break down the learning objective, to becoming a
  learning outcome or process of steps to achieve
  the LO.
• Give the children the opportunity to know exactly
  what was expected from their work.
• Share the learning goals.
• Give all children the opportunity to achieve on a
  daily basis.
• Link to personal targets to allow for
  differentiation.

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Self and Peer Marking

• Use the success criteria to first evaluate then
  mark their own work.
• Paired marking.
• Peer marking.
• Support children in helping them to identify
  their own next steps.

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• Embedding AfL
• Commitment of leadership team
• Another new thing
• -staff fearful of taking risks
• Lack of monitoring of AfL

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Commitment of senior leaders

• See AfL as part of good L and T
• Convinced of its power to raise standards
• Allow time for it to develop
• Give it status - build into SIP/ inset time/time
  to discuss principles
• Model strategies of AFL
• Encourage and support others subject
  leaders/teachers/TAs
• Incorporate into other initiatives-renewed
  frameworks

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Leading on AfL

• Raising awareness through meetings with staff
• Trialling practices ourselves
• Working with interested staff and encouraging
  them to trial practices
• Team teaching some practices.
• Recognise and exemplify good practice,
  considered as elements of AfL already embedded in
  some teachers practice Early years involvement
  in planning, use of talk partners, working walls.
  
• Leading Inset including using LA support.
• Staff asked to trial certain practices /give
  feedback.
• Monitor progress through, formal and informal
  discussions with staff, marking scrutinies,
  learning walks, Pupil Progress Meetings,
  observations, pupil interviews and
  questionnaires.
• Regular meetings of the enquiry group and J.C to
  - feedback, share information, reflect on
  personal practices and offer group support and
  sharing of resources.

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Impact

• AfL had a high priority on the SIP and had strong
  Management support.
• Priorities were identified to formulate an action
  plan.
• External expertise was used
• Whole school staff meetings were held to raise
  awareness and develop ownership.
• There was designated leadership time.
• Interested and motivated staff were involved to
  support change.
• We met regularly as an enquiry group to reflect
  on our practice and progress.
• Needs of individual staff were recognised, and
  support offered where appropriate.
• Progress was regularly monitored using a variety
  of strategies.

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Impact

• Staff knowledge increased and confidence levels
  raised in AfL practices.
• Practices becoming embedded across the whole
  school.
• Positive feedback from pupils and more ownership
  of their own learning.
• Motivation levels raised.
• Childrens attainment improving.

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Where next?
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Useful Websites

• www.qca.org.uk
• www.aaia.org.uk
• www.shirleyclarke-education.org
• www.teachingandlearningtameside.net
• www.itscotland.org.uk/assess/index.asp
• www.teachers.tv
• www.standards.dfes.gov.uk/primary/features/learnin
  g_teaching/landt_cpd/