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Robert Bloomfield

Methodology of Learning ​​​​​​​​​​​​​​

Assessing Skills and Knowledge – ASK

ASK assesses the increasing complexity in a student’s understanding of a subject (Knowledge) and their ability of apply into a wider context (Skills)

We define learning as a change in long term memory, which has both durability and flexibility. By this we mean that for something to have been learnt, students must be able to remember this the following day, two weeks later or several months later.  They must also be able to apply what they have learnt to new situations and in new contexts.

Our curriculum is a progression model and is rooted in the National Curriculum expectations for Year 7, 8 and beyond. We utilise data from year 5 & 6 to inform our curriculum planning for KS3. This helps Subject Leaders  identify and target misconceptions from KS2 at an early stage. We also utilise previous data in KS2 to support our target setting in all subject areas, along with baselining, where necessary, which enables us and our students to demonstrate progress from an accurate starting point. Throughout the year we measure progress continually in all lessons, however progress is summarised at three capture points which are reported to families (together with pupil attitude to learning ATL) and analysed at Department and whole school level. End of year rates of progress are also reviewed alongside the student’s overall attainment.

 

We are inspired by Austin's Buttery when it comes to the process of reviewing and developing our work with students. We will never take the first attempt as an indication of the potential and we shape our feedback to ensure the student is able to advance beyond their initial comprehension. 

 

 

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In this six-minute video, an American education expert, Ron Berger, shares a student project with elementary school students to illuminate the power of critique and multiple drafts. Austin was a first-grade student in Boise, Idaho who created a scientific drawing of a butterfly. Ron shows students six drafts of this drawing, and elicits their kind, specific and helpful critique to consider how each draft could improve. The progress of the drawing from a primitive first draft to an impressive final draft is a powerful message for all to consider: we must always consider the capacity of students to create great work. With time, clarity, critique and support, students are capable of much more than they first present. 

At RBA, All subject areas will have a clear understanding of what their students should know, understand and be able to do by the end of each topic, term, year and curriculum journey.