1. The Feedback Loop “all those activities undertaken by teachers, and by their students in assessing themselves, which provide information to be used as feedback to modify the teaching learning activities in which they are engaged” Black and Wiliam (1998)

2. Marking and feedback should be consistent with the school’s policy, which may cater for different subjects and different age groups of pupils in different ways, in order to be effective and efficient in promoting learning. While inspectors will consider how written and oral feedback are used to promote learning, Ofsted does not expect to see any written record of oral feedback provided to pupils by teachers. Marking and feedback should be consistent with the school’s policy, which may cater for different subjects and different age groups of pupils in different ways, in order to be effective and efficient in promoting learning. While inspectors will consider how written and oral feedback are used to promote learning, Ofsted does not expect to see any written record of oral feedback provided to pupils by teachers. pupils understand well how to improve their work, which goes beyond whether they know their current ‘target grade’ or equivalent teaching helps to develop a culture and ethos of scholastic excellence, where the highest achievement in academic work is recognised, especially in supporting the achievement of the most able teachers have high expectations of all pupils teaching across the school prepares pupils effectively for the next stage in their education pupils understand well how to improve their work, which goes beyond whether they know their current ‘target grade’ or equivalent teaching helps to develop a culture and ethos of scholastic excellence, where the highest achievement in academic work is recognised, especially in supporting the achievement of the most able teachers have high expectations of all pupils teaching across the school prepares pupils effectively for the next stage in their education

3. Well done Jimmy! You have used good religious language and shown your opinion. You now need to justify your opinion in more detail WWW: I worked hard and did lots EBI: I wrote more Thanks Sir. I will make sure that I put more detail in next time. I’m pleased to hear that Jimmy. Remember to use the detail to justify your opinion TARGET: Use more detail

4. Austin’s Butterfly

5. The Feedback Loop

6. Clear evidence of progress Too much content to cover… Sets the students very specific goals Some students still don’t listen or learn! Know your students! How much time do you think I have?! Students can do this too… Strengths and Concerns…

7. Students can do this too…

8. Too much content to cover… How much time do you think I have?! Develop the skills using different content Reading Task: Short extract on issue of personhood in abortion Paragraph Plan: Detailed plan of personhood paragraph Paragraph Writing: Full paragraph on personhood in abortion Paragraph Writing: Improved paragraph on personhood Essay Plan: Detailed essay plan on issues in abortion ESSAY ON TOPIC OF ABORITON AND RELIGIOUS ATTITUDES First Draft Essay on topic of Abortion and Religious Attitudes Discussion activity in the class Peer assessment of essay plans Teacher assessment of paragraph Peer assessment of paragraph Group assessment of essay plans Develop skills through different content Use the students and lessons effectively

9. Some helpful hints… The task must be designed well Feedback should be task related Motivate the students Actively engage the students (DIALOGUE) Actively engage the students (DIALOGUE) More time to reflect leads to better progress Type it – don’t write it!