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In small groups

You are about to observe a lesson of someone who has assessment for learning fully in place what would you expect to see?

5 minutes

Setting the context task

Diamond ranking: Setting the context

Discussion about the relative importance of the cards.

Diamond rank them in order of importance.most most

importantimportant

least least importantimportant

What ways can we empower pupils?

By actively; Involving pupils in determining what they need to

learn. Helping pupils in working out what good outcomes look

like and how they are linked to progression. Encouraging them to share partially formed ideas and

helping each other refine their thinking. Enabling pupils to seeing the purpose of what they are

learning. Supporting pupils in developing the necessary skills to

become more independent learners. Supporting pupils in reflecting on how their skills can

be transferred to different situations.

What are we learning?To analyse & evaluate

evidence to draw & justify conclusions

To display information in a variety of ways

To understand how theproducts we buy can impact the lives of

others

To explore what impactthe new superstore

Will have on the localcommunity

How to improve your evaluation skills

Develop ‘geographical imaginations’ of rural

life.

Understand elements of daily life

We are learning / exploringHow? Why?

When?What?

Which?

Individually Draw a sketch of a river flowing from the hills and

label it. ( 2 minutes)

Each group rank the pictures for your group and be

prepared to explain their choice ( 2 minutes)

Get the picture! Learning about rivers in their upper course…So at the end I want to you to draw a sketch…

Mark scheme for a sketch of a river valleyNow mark the pictures using the criteria below:

1. 1 mark for the river labelled2. 1 mark for hills labelled3. 1 mark for clear sky with a buzzard flying over head4. 1 mark for grass labelled5. 1 mark for sheep on the hills6. 1 mark for boulders.7. 1 mark for an arrow showing the direction the water is

flowing8. 1 mark for a reeds.9. 1 mark for stone wall

10.1 mark for no trees ( Maximum 10 points)

Lesson learning objective: To understand how to annotate a

geographical photograph of the upper course of a river.

Intended learning outcomes:By the end of the lesson you will all be able to:• Create a annotated diagram which highlights the

key features of a river in it’s upper course.• Most will be able to correctly add some specific

geographical labels.• Some will be able to add more detailed labels.

Steep ‘V’ shaped valley,

Steep slope

Small, fast flowing stream

Large, angular boulders

Stones

Stream

Steep ‘V’ shaped valley, with a small fast stream flowing through it from the hills

Loose material, probably partly the result of physical erosion – such as freeze thaw, appears to be moving down the steep slope, probably aided by gravity. Some of the debris appears large and angular.

Large, angular

boulders

Large, angular boulders or debris appear to have slipped down the slope

Steep ‘V’ shaped valley, typical of a river in it’s upper course where small swift flowing streams erode vertically.

A River valley in it’s upper course

Success criteria - a measure of quality and progression. Good• Clear titled diagram, at least 5 key features correctly labelled.• Simple descriptions of all key features; Even better if• More specific descriptive labels.• Features linked within the picture • Some geographical terms, accurately usedExceptional if

• Most key features labelled thoroughly• A range of geographical ‘language’ used• Inferences linked to prior knowledge.

Intended learning outcomes: By the end of the lesson you will all be able to:Create a annotated diagram highlighting key features of a river in it’s upper course.

Effects of the visible steps

In small groups consider –How might understanding the success criteria empower the learner. Think of pupil attainment peer support and feedback Individual target setting. Pupil ownership

( 3 minutes )

Withhold judgements and ask.... What do you think? Why do you think that? How do you know? Do you have a reason? Is there another way? Do you agree? What if… would it be the same?

Remember to give

wait time / thinking

time / pair share/ no

hands up

Effective plenaries

Plan effective questions to helps pupils to unpack what and how they have learnt and what they might do with that learning. – Seek extended answers.

Active pupil involvement in the plenary is essential Set aside time to do this properly. Gather information by listening to group discussions,

use this appropriately in the plenary to build up joint thinking and summarise key points

Use bridging scenarios to help pupils to make connections and generalisations and to realise how skills can be transferred to other subjects and contexts.

Summarise Go back to the cards – prioritise again Select the card you feel you need to focus

on developing first.

Share your top 5 tips to ensuring that AfL is effective in empowering learners.

Be prepared to share them with others.