The Context in Wales• School effectiveness framework with

emphasis on improved learning & wellbeing

• Focus on AfL• Revised curriculum & assessment

framework from 2008• Greater flexibility – less content• Changes underpinned by non statutory

skills framework – Developing thinking– Developing communication– Developing ICT– Developing number

The Whole Curriculum

S U B JE C T S K IL L SK N O W L E D G E

U N D E R S TA N D IN Gcon texts fo r in d ivid u a l p rio rit ies

L E A R N IN G TO L E A R NK E Y S K IL L S

C R O S S C U R R IC U L A RP R O C E S S E S

A L L L E A R N IN G S U P P O R TE D B Yp h ys io log ica l, sa fe ty, soc ia l, se lf es teem n eed s

recog n it ion , resp ec t, em otion a l g row th

Developing thinking & Assessment for Learning

• Overlapping principles:– Cognitive challenge, thinking about

thinking, active engagement– Learning from mistakes, application &

transfer of skills– Communication, collaboration,

(questioning, adult/peer mediation)– Increased independence in learning

Developing thinking – Plan, Develop, Reflect

• Plan - questioning, using prior learning, gathering info, choosing strategy, knowing what’s expected

• Develop - Ideas! Learning from the unexpected, seeking patterns, cause & effect, collecting evidence, making decisions, monitoring progress

• Reflect – reviewing outcomes/method, evaluating learning, linking to new areas

http://old.accac.org.uk/eng/content.php?mID=708 (E)

Assessment for Learning

• Questioning-understanding outcomes/success criteria

• Feedback – to and from learners, knowing how they learn & how to improve

• Self/peer assessment – range of strategies giving greater involvement in own learning

• Celebrating achievement, increasing motivation

What works for learners with SEN?• Wait time/time for thinking/space to make

mistakes• Visual techniques for planning and feedback• Attention to language, questioning, review – in

activity, with prompts, teacher modelling• Focus on children’s schemas, level of

development• Specific teaching of techniques such as mind

mapping/interactive & concrete mind maps• Increasing pupil flexibility• Putting skills at the fore when planning

…and for learners with more complex needs?

• Focus on learning process – Routes for Learning– Early development of memory– Consistent responses to stimuli– Anticipation– Cause & effect– Object permanence– Organising information, seeking patterns– Generalising– Expressing choice

Sustained dialogueThinking dispositions

Questioning Time to think

Thinking aloud Reflecting

Evaluating

Teacher prompting Feedback Scaffolding

Making connections

Developing a thinking vocabulary

Modelling thinking

Pedagogy for Thinking Classrooms

Infusion across the curriculum

Designing infusion lessons

Beliefs about learning and thinking

Making thinking explicit

Using thinking diagrams

www.tlrp.org/pub/commentaries.html

Assessing learning• Focus on characteristics of a learner’s

achievements rather than on NC outcomes and level descriptions

• Support learners to gain an understanding of specific learning goals and associated success criteria

• Help learners to use these to develop self and peer assessment .

• Include and value wider goals – personal, social, emotional, participation

• Use many/varied sources of information