Over the course of the last 2 years, we have spent considerable time as a school wrestling with how to respond to the changes in the KS3 curriculum and the disappearance of levels.
This summer, we are in a position to launch our approach, which makes a clear break between formative and summative assessment and considers the idea of ‘Fluency Learning’.
Fluency Learning, and the language we have attached to this, considers how effectively students have learnt and practised the material being taught, and is based on an assumption that, at the end of a sequence of lessons, all of our students are capable of having a ‘complete’ knowledge of the taught subject content. This means we are moving to a model which assesses the quality of a student’s learning. It no longer considers where a student has come from (their prior attainment) and where they’re heading (a GCSE target) as we have concluded that this is a very limiting approach, which means we do not have sufficiently high expectations of all of our students.
In order to train our colleagues, we have devised and delivered a series of 3 assessment focussed CPD sessions, which all colleagues have attended. These 3 sessions have been recorded and can be watched below. They cover:
Session 1 – what it fluency learning? How will we use Knowledge Organisers to enable students’ learning?
Session 2 – what is pre and post testing? How will we use quizzing to potentiate learning and develop students’ skills of recall?
Session 3 – on-going formative strategies. What strategies have we seen in school which support this method and how could they be adapted?