This document discusses planning and assessment for learning. It provides guidance on developing lesson plans, formative assessment strategies, and the role of assessment for learning. The key elements discussed include setting learning objectives, organizing learning activities, considering resources and grouping, using formative assessment strategies during and after lessons, and evaluating lessons to inform future planning. The document emphasizes that planning, teaching and assessment should be cyclic and integrated to best support student learning.

1. Planning and
Assessment for
Learning

2. Session aims and objectives
to help students plan for effective
teaching and learning
develop ideas about opportunities for
formative assessment within planning and
teaching
extend understanding of Assessment for
Learning (AfL)
Explore ‘quality’ and equality

3. Assessment criteria
 1. Lead and contribute to a critical dialogue (Face-to-face and
online) about the processes and dimensions of early learning and
development and their implications for educational policy and
practice;
 2. Examine through drawing on research and work-
based experience the factors that contribute to quality
provision and the teacher’s role in this;
 3. Demonstrate critical understanding of the theories
and ideologies that inform teaching to ensure the progress
of all learners;
 4. Appraise how the informal and formal contexts of
early education impact on teaching and learning;
 5 Apply knowledge and understanding of a range of technological tools
to support and enhance their own and others’ professional
development.

4.  Teaching and
learning research
Programme
 Pollard – 10
principles
 Colwell (2015)

5. “All planning starts with observing children in order to understand
and consider their current interests, development and learning.”
(DCSF 2008)
 Bruce’s 10 principles?
 Importance of supporting children’s
play
 Child initiated?
 Schema?
 Interests?

6. Key elements of good lesson plans
 Lesson/activity objectives which can be shared with
pupils;
 a clear structure for the lesson;
 notes on key questions and teaching points;
 notes on specific activities;
 Key vocabulary and language structures
 notes relating to needs of individuals or groups;
 a note of how any additional support will be used;

7. What do learners & teachers need?
 Learners need to know:
 where they are in their learning and development
 How they learn
 where they are going
 how to get there
 Teachers need to know
 where students are in their learning and develeopment
 How they got there
 what to do about it
 When assessment supports all these, it is formative

8. There is a cycle
 Start by recognising
what they know
already and how they
know it
 You facilitate
new/expanded
knowledge and
understanding
 You evaluate their
‘receiving’ (and your
‘giving’)
 You plan where to go
next in their learning

9. Why Plan? What’s the point?
 Wider framework (medium-term and long-term
planning)
 Selecting appropriate teaching and learning
strategies
 Identify what you expect to see/hear
 Considered all learners?
 Detail beforehand e.g. layers of questioning
 What resources?
 How to organise
 What about you and your development?

10. Identified targets based upon
previous lesson plan evaluation
 What are you carrying over from last lesson?
Think back to our ‘cycle’.
 Were all LOs achieved?
 Were the tasks appropriate?
 Did the pairings/groupings of pupils work?
changes in adapting this lesson, to support pupil
learning

11. Harlen W. (2007) Assessment of
learning
pedagogy
assessment curriculum

12. Learning Objectives
What is it you want your pupils to know,
understand, or be able to do by the end of this
lesson? (experience?) Create a list of ‘openers’,
such as:
Can describe…, can perform…, can explain…,
can recall…, can compare…, can contrast…, can
label…, can list…, can match…, can draw…, can
collect…, can measure…, can choose…, can
justify…, can select…, etc. etc. (is able to??)
Three is enough –
 . Keep them short –
 keep them simple –
 pitch them at an appropriate level

13. Differentiated Learning
Outcomes
 In an attempt to inform assessment of a wider
spectrum of ability levels within one class
group, we can recognise three levels of
response to the learning objective.
Pupils who are ‘working towards/emerging
Pupils who are ‘achieving/expected
Pupils who are ‘beyond/exceeding

14. Resources
 By thinking of what resources are needed
for this lesson, not only will this help you to
plan ahead, but also supply a list for you
to grab in the brief time you may have
before the lesson starts.
 Don’t miss anything out – there is nothing
more annoying than not having a
whiteboard marker when you need one!
 Don’t forget people are a resource too.

15. Learning Across the Curriculum
 There may be links to other ‘moments’ of learning
in the day or week to connect up with
 It may be that the connection is between ‘subject
areas’, or key concepts that have already been
introduced
 You may also want to identify other types of
learning e.g. social skills in working with others
 It may be that your focus is on how you are
incorporating technology in this lesson
 However, an empty box doesn’t necessarily need
filling!

16. Teaching Points
 Think of teaching points like ‘quality’ points
 extra information that has the potential to enrich
the outcome.
 There may be similarities here with what you have
identified in your differentiated learning
outcomes, as they might act as criteria to know
whether the task is being done correctly, and at
what level it is being demonstrated
 What role is/are the teacher/pupils taking in each
activity?

17. Pupil Learning Activities
 This will chart a step-by-step progression of the
lesson
 Sometimes you may use description of the activity
only
 Sometimes you may find it helpful to write exactly
what you will say to introduce it
 Think about ALL of your learners so that any
inclusion strategies you have identified that may
help specific individuals, may be helpful to all
pupils
 You may also want to identify here how you are
using your other adults (TA, INA)

18. Organisation and
Risk Assessment
The management of groups in the space
e.g. how are you going to get them into
random groups?
Any health and safety considerations?

19. Assessment for Learning Strategies
 How are you going to check to see if learning is
taking place?
 short peer assessment moment,
 Are you going to ask for responses from all,
 target your chosen pupils for that lesson who
represent your ‘emerging’, ‘expected’ or
‘exceeding’
 Are you going to use layers of questioning to
search for deeper understanding?

20. Remember the ongoing cyclical
relationship between planning,
teaching and assessment
Assessment of a
child's needs
and strengths
should be at the
heart of the
teaching process

21. The Four basic Elements of
Assessment for Learning :
Sharing Learning Goals
Effective Questioning
Self and peer evaluation
Effective feedback
You need to be able to utilise these

22. Assessment for learning
10 Principles
1. is part of effective planning
2. focuses on how students learn
3. is central to classroom practice
4. is a key professional skill
5. has an emotional impact
6. affects learner motivation
7. promotes commitment to learning goals and
assessment criteria
8. helps learners know how to improve
9. encourages self-assessment
10. recognises all achievements

23. Assessment for learning
in action
BEFORE
a
phase of
teaching
DURING
a
phase of
teaching
AFTER
a
phase of
teaching
What might be involved in each
Sharing Learning
Goals
Effective
Questioning
Self and peer
evaluation
Effective
feedback

24. Professor Wiliam (2012)
 A "really crucial aspect" of AfL: "designing your
teaching on the assumption that pupils aren't
going to get it all the time".
 "AfL is all about better teaching” not better
assessment

25. Role of questioning for learning
 Guess what’s in my
head?  how can we be sure
that...?
 what is the same and what
is different about...?
 is it ever/always true/false
that...?
 how do you...?
 how would you explain...?
 what does that tell us
about...?
 what is wrong with...?
 why is...true?

26. SST Sustained Shared Thinking
 That’s interesting…
 I wonder if..
 When I ….

27. Supporting children to become self-
evaluative (Clarke, 2001)
• Explain purpose
• Display a range of self-evaluative
questions for the end of lessons
• Model possible answers children might
have to the self-evaluative questions: ‘I
think some of you might say you’re most
pleased with . . .’ etc.

28. • After modelling, choose one question for the
end of a lesson and link it with the learning
intention: ‘What are you most pleased with
about understanding pushing and pulling
forces?
• Allow thinking time
• Use a variety of approaches: whole class,
paired or group
• Avoid getting children to write self-evaluations
(their thinking may be reduced to what is
easy to write)

29. Peer assessment
Key features
• Pupils provide
feedback on others’
work.
• Can be a bridge
between teacher
assessment and self
assessment
• A stage in the
process of helping
pupils become
confident and skilled
in self-assessment
Peer assessment
for learning
• Asking pupils to look at
examples of other pupils’
work can help them to
understand what was
required from a task and to
assess the next steps they
might need to take
• Can also help pupils
understand the different
approaches they could have
taken to the task

30. Key questions...
If you wanted to implement peer assessment in a
particular class, what forward planning would be
required?
How would you set about preparing pupils so that
they could assess each other’s work effectively?
Consider the likely concerns of pupils and parents
with regard to peer assessment.
How would you reassure them about the use of
peer assessment?

31. GIVING FEEDBACK
Verbal
Written
Non-verbal
'The most powerful single moderator that
enhances achievement is feedback'
[J. Hattie]

32. Theme : Whole child V’s ELGs
 Harrison and Howard (2009)
Formative assessment Summative assessment
Mainly about
improvement
Mainly about
accountability
Looks forward Looks backward
Favours descriptive
feedback
Favours tests and scores
Informs on quality Samples knowledge
Can lead to improvements
in learning
If overused, can have a
negative impact.

33. Assessment for learning and
formative assessment in
action?
Imagine that you are observing the lesson
and evaluating the teacher’s and children’s
use of assessment for learning – evaluate the
lesson in terms of assessment methods and
ideas. Consider the teacher’s role
Sample lesson.

34. Lesson Evaluation
 This is split into 3 parts (2 parts ‘pupil’: 1 part
‘teacher’)
 Firstly, did they learn what you hoped they
would learn? If they did, what helped them? If
they didn’t, why not? Helps to focus on your
three ‘representative’ pupils’ achievements
 Secondly, if they didn’t,what might you need
to provide next lesson that presents the
learning in a different way?
 Thirdly, this one’s more about you! What was
fab about your delivery today? Did you
‘perform’ well against your personal targets?

35. Black, P., Harrison, C and Lee, C. (2004) Working Inside the Black
Box: Assessment for Learning in the Class
Harrison, C. and Howard, S. (2009) Inside the Primary Black Box
Shirley Clarke has written a great deal about AfL and formative
assessment: http://www.shirleyclarke-education.org/

36. ‘A rehearsal of thought on paper’
 Detail in the thinking
beforehand is likely to
contribute to a
successful lesson
 The more prepared you
are, the more confident
you are likely to be
 Your planning is a
vehicle for your learning
– the more you invest,
the more effective you
become as a teacher

37. Session aims and objectives
to help students plan for effective
teaching and learning
develop ideas about opportunities for
formative assessment within planning and
teaching
extend understanding of Assessment for
Learning (AfL)
Explore ‘quality’ and equality