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Assessment across the Wider Curriculum Parts 1 and 2

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
Around 15 hours, including activities and reflection time.
Target Audience
Head Teachers, Teachers, Deputy Heads, Senior Leaders, Curriculum Leaders, Subject Leaders, Senior & Middle Leaders


This two-part course is designed to help leaders and teachers understand the key considerations when assessing the wider curriculum.  It is highly practical, with many ideas to help with assessment.

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.

Booking Options

1-5 users
6-10 users
11-20 users
21-50 users
50+ users

The prices above are the total amount you will pay for your group plus VAT.

Just select Pay by Invoice and enter the required information.

You have 30 days to pay your invoice.

If your selected date to access the course is prior to 30 days we will still grant you access to the course and your invoice is payable in line with our Terms and Conditions.

If you have selected 1-5 delegates, for example, but you only enter the details of 2 of the delegates now, you will have the option to add additional delegates via your CQE account up until 48 hours prior to your requested course start date.

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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.

We booked the 2 day Assessment across the Primary Curriculum course to be delivered in person to our group of 100 delegates. Differences about AFL, Formative & Summative assessment and ideas to be used for AFL were very useful.  I would rate our booking as excellent - high quality training and interesting content with new ideas.

Cathy Carlisle, CEO
Soke Education Trust

The course was very comprehensive and I can now explore areas in further detail as needed. Much of the presentation is transferable to short staff updates about assessment, for example clarification about different types of assessment. One of the school development areas for next year is assessment, so the course has supported planning for this. Thank you for the high quality presentation and materials. I would rate my booking with your company as excellent.

Lisa Cooper, Deputy Headteacher
Brampton Village Primary School

The distinction of the different types of assessment and the examples of many ways to conduct AFL was useful.  I would rate my booking as excellent and relevant.

Ceri Tacey, Headteacher
Scamblesby, Lincolnshire
Please pass on my thanks to Chris and the team for another excellent training session.


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