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Assessment across the Wider Curriculum - 2 day Course

This two-day course outlines how senior leaders can improve the quality of assessment in Foundation Subjects by using the curriculum as a progression model. 

Created and Led by
Chris Quigley
2 Days 9.30-3.00 or equivalent
Online or in-person
Target Audience
Head Teachers, Teachers, Deputy Heads, Senior Leaders, Curriculum Leaders, Subject Leaders, Senior & Middle Leaders


This two-day course outlines how senior leaders can improve the quality of assessment in Foundation Subjects by using the curriculum as a progression model. 

Part 1: The Curriculum as a Progression Model — Portray, Don't Prove

Course Content

Immerse yourself in a transformative approach to curriculum development. This isn't about ticking boxes. It's about creating a qualitative progression model that portrays a rich tapestry of student learning and growth. Through hands-on Portrayal of Progress (POP) tasks, you'll articulate principles of progress, cognitive processes, and critical vocabulary. This day will shift your paradigm from proving progress to portraying it through meaningful learning experiences.

Key Intentions for Part 1:

  • Define and understand the principles of progress
  • Employ POP (Portrayal of Progress) tasks to articulate curriculum expectations
  • Distinguish between performance and sustained progress
  • Address potential pitfalls in traditional assessment methods

Gap Task: Finish the day by creating your own schema maps and POP Tasks, an optional exercise that provides a practical application of the day's learning.

 By the end of Part 1, attendees will have a well-rounded understanding of how to create a nuanced and effective progression model for curriculum assessment, benefiting both teachers and students in the long term.

Part 2: Understanding Types, Purposes, and Methods of Assessment — Assessment as a Learning Engine

Course Content

Building on Part 1, delve deeper into assessment that acts as a catalyst for learning. Master Assessment for Learning strategies, taking them from theory to practice in your classrooms. Additionally, explore the nuances of using tests, engage in Learning Talks, and familiarise yourself with innovative methods like Comparative Judgement.

Key Intentions for Part 2:

  • Assessment Types: Unpack the three types of assessment – Assessment for Learning, Formative, and Summative – with a focus on their nature, purpose, audiences, and methods.

  • Six Strategies for Assessment for Learning: Dive into practical examples and key principles for strategies: checking student responses, retrieval practice, writing to learn,  metacognition, questioning, and feedback. Learn how Assessment for Learning isn't just for measurement but is a pedagogical approach that genuinely enhances learning. (References: Black & Wiliam, 1998; Hattie, 2009)

  • Quality and Difficulty Models: Explore these two assessment models with examples that refer back to the curriculum expectations established on Day 1 and through the Gap task.

  • Testing in Context: Investigate the role of tests in Assessment for Learning, Formative, and summative assessments while cautioning against their short-term use for summative judgments.

  • Learning Talks: Learn how to prepare and conduct structured conversations with students about their learning based on curriculum expectations.

  • Prior Learning Assessments: Discover how to assess what students remember from previous lessons, providing a fuller picture of their educational journey.

  • Comparative Judgement: Delve into this innovative assessment method, offering a different perspective on evaluating student progress.

By the end of Part 2, attendees will be well-equipped to navigate the complex landscape of educational assessment, armed with the tools, theories, and practical know-how to make assessment a powerful lever for learning.

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Booking Options

What would you like to do?

  1. Book now for Chris to deliver this course online
  2. Enquire about one of our team delivering this course in-person at your school

Delegates should attend both days and cannot book onto one date only. Can’t make one of the dates? We can give you access to a recording of the day.

Evidence Informed
Evidence Informed
All our courses are based on peer-reviewed research.
Practical and inspiring
Practical and inspiring
We bridge the gap between evidence and practice.
Versatile environments
Versatile environments
We offer a choice between on-demand and live courses.

Chris worked with this school online to deliver a bespoke session on Assessment.

Being able to create a bespoke programme that built upon where we are as a school helped us to clarify - and simplify - our assessment approach. It enabled teachers to strengthen their own schema around curriculum and assessment as we keep coming back to the same messages. This places us in a strong position going forward. Overall, taking into account all the sessions to date, Chris has helped us to clarify education in way we didn't realise was possible.

Tim Woodford, Headteacher
Rownhams St John's CE Primary School, Hampshire

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