At Broadlands Academy, our curriculum is the progression model. We have a carefully mapped and sequenced curriculum that defines the specific disciplinary and substantive knowledge required for progress in each subject at each stage of students’ five year journey.

Teachers will use ongoing formative assessment to monitor students’ progress and to evaluate where content needs to be adapted or retaught. Summative assessments are placed at appropriate end-points, and are used to confirm the extent to which that component has been learnt. Gaps in student progress are addressed in future learning episodes.

Formative Assessment - Specific, Frequent, Repetitive, Retrieval

Teachers at Broadlands are expected to be adept at using AfL strategies to evaluate how effectively their students are learning (defined by ‘knowing more and remembering more’). In practice, this will take the form of:

• Skilful questioning (Cold Call as default, Probing questioning and Think-Pair-Share)

• Live feedback while students are working on a task (this could be written in red pen or verbal)

• Use of AfL strategies (bingo dabbers, highlighters)

• Ongoing work sampling following a task, with a focus on progress of subgroups

• Every lesson starts with a Low Stakes Quiz (LSQ) with 5 questions from current learning and 5 questions from previous learning.

Mid-term

• Low Stakes Quiz: Ten (non core) Twenty (core) question current knowledge LSQ marked by the teacher to check understanding of the main knowledge taught and to identify misconceptions (pink paper).

• Whole class feedback: with common misconceptions and reteaching points being addressed in a feedback lesson. Use of the marking and feedback sheet or a slide (copy kept in teaching folder)

End of term

All students will receive at least one piece of personalised feedback every term in every subject area

• KeyStage Three: Formative end of term assessment - Terms One, Two, Four and Five (green paper).

• KeyStage Four: Formative end of term assessment - Terms One, Four and Five (green paper).

• Based on 'I can' and 'I know' statements - marked using a green (achieved) and pink (next steps) highlighter.

• Extended piece of writing, problem solving, final art piece, practical performance…..

• Students will have opportunities to improve in green pen - the teacher will then re-mark the improvements.

• The assessment will be reported to students and parents as a percentage.

Summative Assessment - Infrequent, interleaving, Spaced practice

All students will complete two summative assessments a year, these could be in the form of past papers or tests. Students will receive personalised feedback in every subject area.

Through these summative assessments, teachers are able to assess which aspects of the curriculum have been stored in long-term memory and which will need to be revisited.

• Summative end of term assessment - Key Stage 3: terms three and six, Key Stage 4: terms two and four

• Interleaving everything they've learned up to that point. For example the assessment in term three, students will be assessed on terms one, two and three and the previous year.

• The assessment in term six, students will be assessed on the whole year (and previous years).

• Extended piece of work, based on ‘I can’ and ‘I know’

• Reported as a percentage.

Interleaving

• Interleaved practice can be defined as learning two or more related concepts or skills, instead of focusing exclusively on one concept or skill at a time.

• A wide body of research is now available which suggests that interleaving enables pupils to retain more content.

• As pupils move beyond fluency and reasoning in their thinking, teachers can expose pupils to more complex questions and tasks by interleaving prior knowledge.

Retrieval Practice

• Retrieval Practice is a practical solution to the problem of forgetting.

• Retrieval practice is a strategy in which calling information to mind subsequently enhances and boosts learning. Deliberately recalling information forces us to pull our knowledge “out” and examine what we know.

Spaced Practice

• Even though our memory fades quickly, a review session soon after the original learning can improve it. This session should happen when recall has slipped significantly, but hasn't fallen so low that you're essentially starting over.

• The gaps between your review sessions can be longer as time goes on.

• This impacts the sequencing of our content.