Embedding Assessment and Moderation in the Secondary Context

In the beginning 3 teachers from Oban High School attended the 2 day authority AMF training. Inspired and excited to get back to school and start our roles as AMF.

Wider Benefits for our School Help to address key issues we had identified as a school through self-evaluation: Improving BGE Better transition to the Senior Phase Raising attainment Closing attainment gap

Benefits (Continued) Improving pace and challenge Providing effective differentiation Culture of collaborative learning between teachers. Improved staff ethos

What We Did Discussion with DHT Discussion with SLT: linking to school improvement plan professional learning time Agreement that the primary focus of professional learning for staff would be assessment and moderation for the next two years.

Year 1 In-service day in November – overview of assessment and moderation framework. Departments identified key priorities. Tuesday sessions/February in-service, departments given time to work on their key priorities. Whole school sessions given on learning. intentions/success criteria and literacy. Quality Assurance by PT and DHT.

Year 2 August in-service course planner’s and introduction to holistic assessments. After school sessions on Learning Intentions and Success criteria and sharing good practice on holistic assessment. Alongside more department time. Visits to faculties by AMFs to discuss progress and provide support. February in-service focus on Effective Feedback

Year 3 No longer the School’s primary focus – other priorities have come along. Protected time given in the WTA for Moderation each term. November in-service – moderation of course planners. Ideally in the future we aim to moderation the work of named children across the whole school in order to create a shared understanding of what level a pupil has achieved/working on.

Evaluation Reinvigorated staff and gave them an opportunity to focus on key concerns. Encouraged collaborative working and a safe environment to be a critical friend to colleagues. Opportunity for reflection on practice and time to make improvements in pupil’s learning. Allowed staff to take a step back and look holistically at the BGE curriculum and see the whole picture.

Evaluation Needs an on-going investment of time. Still ambiguity over levels and benchmarks. Need to keep the PAM cycle on the school agenda and encourage and provide opportunities for further development. Staff bought into the process as they could see the benefits for their classroom practise.

“If you are not doing something better than this , this is what you need to do.”