Implementing personalised learning : assessment.
For the last seven years Bonner Primary School in east London has achieved above the national average in literacy, numeracy and science. Headteacher Martin Tune believes focusing on assessment has played a significant part in raising attainment for individual children. His aim is not just to gather...
Saved in:
| Online Access: |
Full text (MCPHS users only) |
|---|---|
| Corporate Author: | |
| Format: | Electronic Video |
| Language: | English |
| Published: |
[London] :
Teachers TV/UK Dept. of Education,
2005
|
| Series: | Education in video
Primary management ; 1-2 |
| Subjects: |
MARC
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| 520 | |a For the last seven years Bonner Primary School in east London has achieved above the national average in literacy, numeracy and science. Headteacher Martin Tune believes focusing on assessment has played a significant part in raising attainment for individual children. His aim is not just to gather information about the pupils but to use it to inform teaching throughout the school and to assess individual needs. At the end of each summer term the children's progress is assessed so that at the beginning of a new year the teachers are able to make decisions on where the children are relative to each other and relative to a bench mark for that year. This ongoing assessment begins in Reception and Esther Clifton, Key Stage 1 Co-ordinator, emphasises the importance of both formal and informal assessment and talks to her team about their observations. The sharing of this information builds up a picture of each child's learning needs and indicates what help they need to progress. | ||
| 520 | |a For Martin Tune, headteacher at Bonner Primary in East London, it is an ongoing challenge to find strategies that improve the effectiveness of teaching and learning. One of these is to work with high expectations and encourage pupils to do their best. Part of this strategy is to give immediate feedback on what the pupils have achieved and what they could do better. Pupils are encouraged to reflect on their learning and become active participants. Eleanor Ross, Key Stage 2 co-ordinator, stresses the importance of setting out clearly the learning intention of each lesson. For Martin Tune knowing what you want to achieve is essential, while the way you teach and the style you adopt varies with the children you are working with. Some pupils enjoy the school's times table challenge and find it a fun way to learn. Others who have made progress in literacy admit to being less scared and now believe they can actually learn. Children can also choose how they extend their learning. | ||
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| 650 | 0 | |a Individualized instruction |z Great Britain. | |
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| 650 | 0 | |a Active learning. | |
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