Teaching for Mastery
At The Purbeck School, teaching for mastery is an educational goal. We define it as…
‘A commitment that virtually ALL students can learn all important academic knowledge to a level of excellence if…
- allowed the right amount of time to learn;
- provided with the appropriate conditions to learn.’
Our Core Expectations
At The Purbeck School, assessment will…
- be based on our high expectations for all students.
- be based on developing the key knowledge and skills required for success at the end of Y11.
- be based on regular formative assessment that identifies students strengths and weaknesses, identifies where appropriate strategic intervention is required and allows all students to grow and be successful.
- involve periodic summative assessments to support the regular formative feedback.
- have consistent principles to be used across all subjects, but the flexibility to be suitable for all subjects.
- be simple and easy to understand – for teachers, parents and students.
Formative assessment is when teachers ‘use evidence of student learning to adapt teaching and learning, or instruction, to meet student needs’.
An effective teacher…
- Establishes where students are in their learning.
- Identifies the learning destination.
- Carefully plans a route.
- Begins the learning journey.
- Makes regular checks on progress on the way.
- Makes adjustments to the course as conditions dictate.
Curriculum: The Learning Journey
Each subject area has identified the core knowledge and skills that students will need to master in order to achieve long term success. The knowledge and skills should link to the National Curriculum programme of study. Each subject has used this to plan backwards with the curriculum for Y7 – Y11. They have also taken into account what students should already know and be able to apply from the KS1 and KS2 Primary National Curriculum and are aware of what students could learn at KS5 and beyond.
Tracking student achievement and progress
The Purbeck School regularly tracks and monitors every student’s achievements in order to implement relevant intervention, when necessary, should concerns come to light or recognise success and instigate rewards.
Based on their prior attainment, each student is assigned a minimum estimated grade(s) (MEG). This grade is what similar students nationally are estimated to achieve by the end of Y11. In Y7/8, we will report two MEGs, and from Y9, this will be refined to one MEG.
Each teacher will track and monitor every student’s progress towards their Target Threshold over the term. This will be categorised as: