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.