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What does analysis of assessment information tell you about pupils’ learning in your area? What strengths or weaknesses are revealed?
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Views: 60
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Posted: 27 Aug, 2006
by: Overy M.
Updated: 27 Aug, 2006
by: Overy M.
 KS3 : Highest levels not being achieved (6+). Significant improvement in SC1 from 2005. AfL assessment allows specific learning targets to be identified.
Others in this Category
document What processes do you have for collecting pupil views about your subject area?
document What do parents/carers think of your curriculum area?
document Do individuals or groups of pupils reveal negative attitudes or poor behaviour? What action has been taken to remedy this?
document What aspects of your curriculum area contribute to developing healthy lifestyles?
document How do you involve parents/carers in providing for the needs of their child?
document Are parents provided with good quality information about your subject and how well their child is making progress?
document Are pupil self-assessment and peer assessment regularly incorporated into schemes of work and lesson planning?
document When reviewing your department, at what point in the process do you canvas the views of all stakeholders?
document Is attainment in your subject area in line with expectations and other subjects in your school?
document Compared with other areas in the school, are there individual pupils or groups of pupils who are achieving less well in your subject?
document What range of evidence is being used to monitor pupil progress in your subject?
document What action is taken to support and challenge pupils who are underachieving or exceeding expectations?
document Do teaching programmes give opportunities to address all areas of weakness identified? If not, how will you address this?
document Do Subject Meetings allow time for discussion of information on pupils’ outcomes and how is it used to make progress?
document How good is the quality of teaching and learning in your subject area?
document How well is pupils’ progress assessed and monitored?
document Do teachers have excellent subject knowledge and understanding? Are they able to make this accessible to pupils?
document Do lessons have clear learning objectives and use a wide range of teaching strategies to address the needs of learners? Are they differentiated appropriately?
document Is classroom management routinely good with well-established routines?
document Do pupils understand what is required of them, how well they are doing and how they can improve?
document To what extent does the curriculum or activities match learners’ needs, aspirations or capabilities, building on prior attainment and experience?
document What opportunities do learners have to develop enterprise financial or other work related learning skills? What contribution do you make towards the economic well being of the learner?
document How well are learners guided and supported? How do you ensure policies are implemented? How well does your team collaborate with support staff?
document How do you identify training needs within your department? Are training, follow-up and outcomes monitored and evaluated?
document What impact does the Performance Management process in terms of improvement for staff and pupils?
document Do you have sufficient resources to support the curriculum, effective teaching and learning and the learning needs of pupils?
document What contact do you routinely have with parents?
document How effectively and efficiently do you deploy resources to achieve value for money?
document How do you show clear vision, a sense of purpose and high expectation to the staff you lead?
document On the basis of your evaluation what are your key priorities for development?
document What are your training and development needs for 2006/7
document How will your training and development needs be met?
document Where is the Summer 2007 update to the Science Development Plan?


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