Corinne Settle was deeply affected by seeing prisoners’ responses to educational opportunities.
Lead practitioner Abby Chivers, assistant principal in charge of teaching and learning and CPD and assessment, Bristnall Hall Academy, identifies the key element of her role.
Clare Taylor, EFA Lead, Helsby High School, describes key features, including staff enjoyment through teacher-centred development, and student involvement in success criteria.
Helsby High School teachers and school leaders share their experience of embedding formative assessment through the two-year teacher learning communities (TLCs) programme, authored by Dylan Wiliam.
Claire Bishop, Research Lead, Hatton Teaching School, describes their approach to CPD that meets the needs of the teaching profession as well as individuals.
SSAT senior education lead Andy Williams considers the benefits, and the practicalities.
SSAT School Improvement 2018 speakers from Uppingham Community College celebrated their best GCSE results following completion of the two-year Embedding Formative Assessment (EFA) project. This film shares how they successfully led the programme and its impact.
Using the example of finding the area of a trapezium, Dylan Wiliam discusses probing and pushing by teachers to challenge students using questioning and formative assessment.
With the pressures of content now feeling heavier than ever, does every moment in your lesson count? Corrine Settle writes.
Helen Marriott, Little Ilford School, outlines how their new CPD delivery model was developed from case studies using staff’s existing expertise.