Maximising Achievement in a Linear World

09:00 - 16:00, 28 March 2017 Birmingham

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This course is now full. Please see alternative dates

Assessment change at GCSE and A level is likely to have significant impact on results over the coming years as we embrace fully linear courses at all key stages.

In the face of this change, how do we ensure teachers of GCSE and post-16 courses are well prepared and can demonstrate learners are acquiring the knowledge, understanding and skills they need, both in and out of the classroom?

This practical, one-day programme seeks to address these key questions and challenges. Participants will:

  • increase understanding of how to develop a strategy for improving and developing teaching for reformed GCSEs, including how to design curricula, assessments and internal examinations to support maximum achievement in linear examinations

  • understand what cognitive science tells us about learner memory, including how individuals learn and recall large amounts of information, and how teachers can help learners improve their study skills and memory

  • consider how learner memory can be applied in the classroom, identify effective classroom techniques for long-term learning, retaining and evidencing learning, and how this can be incorporated into teachers’ planning and practice

  • discuss teaching strategies including shifting the emphasis on teaching style to a ‘facilitator of learning’, and ensuring that feedback to teachers is developmental and constructive.

Suitable for deputy headteachers, assistant headteachers, middle leaders, and colleagues in charge of teaching and learning and assessment in schools and colleges.

Suzanne O’Farrell, ASCL Curriculum and Assessment Specialist

Tom Fay, Head of College, Rochdale Sixth Form College

PROGRAMME

9:00am

Registration and refreshments

9:30am

Welcome and introduction

9:40am

Session 1

  • What is the nature and scale of the challenge and how may it be met?

  • Unpicking the demands of the new qualifications – what skills exactly will they require?

  • How can curricula, assessments and internal examinations be designed in order to support maximum achievement in linear examinations?

  • Developing an assessment strategy to meet the demands of the new qualifications

11:00am

Refreshment break

11:30am

Session 2

  • What does cognitive science tell us about learner memory enabling pupils to learn and recall increasingly large amounts of information? How do people learn?

  • What strategies can we use to create outstanding learners both within and outside of the classroom setting?

  • Consider how learner memory can be applied in the classroom, identify effective classroom techniques for long-term learning, retaining and evidencing learning, and how this can be incorporated into teachers’ planning and practice

  • What are the most effective classroom techniques for learning, retaining and evidencing learning? How can teachers incorporate them into their planning and practice?

1:00pm

Lunch

1:45pm

Session 3

  • What methods can we use to prove students are making progress and developing the skills they need in the classroom in the face of these challenges?

  • Developing an assessment strategy to meet the demands of the new qualifications

2:45pm

Break

3.00pm

Session 3 continued

  • Developing teacher self-efficacy - discuss strategies to shift the emphasis on teaching styles to facilitator of learning.

  • How to ensure that feedback to teachers is developmental and constructive

3:30pm

Close

 

£280 +VAT

Birmingham Marriott City Centre Hotel, 12 Hagley Road, Five Ways, Birmingham B16 8SJ