Pupils know:

Teachers :

What they are

learning
How they are learning
How they will be
assessed
Why they are at x
level
How to get to next
level

Learning
Objectiv
es:

All/Most/Some
Levelled
Must/Could/Sh
ould
WALT (what
we are
learning for)
WILF (What I
am Looking
for)
Pupils identify
at a point in
lesson
Also used in
plenary
Student
friendly

Assessmen
t (is) for &
Marking
Learning
Feedback:

Research shows that

comment only marking
is highly effective.
Common marking key
to aid pupil
understanding
APP (Assessing Pupils
Progress)
Clear target(s) for
improvement
Pupil dialogue
Target stickers
Comment Bank
Stickers
Levelled Stickers
WWW (What went
well)
EBI (Even Better If)
P.I.E (+ve,
Improve/Encourage)

Inform pupils of LO/AFs

Use different teaching methods to allow for
learning styles
Assess pupils through different methods
Make success criteria clear & show how it is
achieved
Give clear advice on how to make progress

Planning &
Progression:

Learning Journeys
Afl informs future teaching
Identified Self/Peer Ass
opportunities
Plan questions
Plan levelled work
Plan Progression of AFs
Extended Learning Tasks
PLTSs
Student Led Activities
Learning Ladders
Flexicam opportunities
Student friendly assessment
criteria
Self Evaluation of HOW
learning took place
Exemplar work
Assessments effective?
Informative? Challenge
status quo? Identify
weakness in

Remember these
are strategies to
SUPPORT Afl,
they are not the
definition of
Afl.

What I
What I
Know
learnt

What I want
to know

What went
well..
Would be
better if...

Strategies:
Thumbs Up/Side/Down
Mini Whiteboards to show
answer
Questioning Style
Students as Teachers
Sharing success/flexicam
Complex Learning Journeys
KWL Grids
(Plenary) Triangles
Peer/Self
Post Its
Talk Partners
2* & a Wish
Traffic Lights
Key word monitors
Pupils who have
difficulty with some
key words (e.g.
photosynthesis) are
named key word
monitor and have the
task that lesson of
spending 5 mins
checking people have
used the word/spelt it
right/used it correctly

Questioning:

Question Box in the room

No Hands Up
Wait Time
Open Vs Closed
Wait & Recap
Pupil to pupil dialogue
Students write Qs
Bouncing bouncing the
answer from one student
to the other to develop the
depth of understanding.
Hinge questions the
questions which must be
understood in order to
move on in terms of
learning
Question Stems
Why does?
What if?
How would
you?
Could you
explain? What I
What might? know
What I
want to
learn
What I
have
learnt