Robert Powell
Trading as Robert Powell Training
Online Enquiry

Outstanding Teaching, Learning and Assessment

This training course covers all the key ingredients of outstanding teaching, learning and assessment.

Throughout the focus is on practical strategies for delivering an outstanding learning experience for students. It covers:
This type of training course can be with the whole-staff, with a department or year team, with a working group (e.g. in-house peer-coaching teams) or with SLT.

If the course is with the whole staff it requires a whole day and leadership teams are urged to use it as a launch with development time allocated following the inset.

In Further Education, it is advisable to target such a course at a whole faculty or team and not just at individuals who opt for it from a ‘menu’ of courses. Real change happens when whole teams adopt key strategies.
  • How to engage learners at the beginning of lessons or units of work to ensure that the learning objectives are clear to all, including TAs.
  • How to develop and sustain classroom management strategies that create the right environment for learning – e.g. ground rules, flexible seating plans, routines, displays, use of groups.
  • Developing a literacy across the curriculum policy which supports learners in both accessing key spoken or written language and using it in appropriate contexts.
  • Planning tasks and activities that provide both support and challenge, enabling all to make progress over time.
  • Developing interactive techniques that encourage widespread participation in questioning, answering, sharing ideas and working with others.
  • Building in regular review activities that provide feedback to the teacher on the success or otherwise of the teaching programme.
  • Developing strategies to enable teachers to respond when feedback identifies different degrees of understanding or skill.
  • How to integrate skills programmes (speaking, writing, reading, numeracy, ICT) with the unit or work.
  • Techniques for ensuring that what constitutes ‘success’ or ‘progress’ is understood and ‘visible’ to learners, creating an ‘I can do that’ ethos.
  • Developing marking, feedback and recording policies (including oral feedback) which (a) meet the varying styles of assessment needed by different subjects or age groups, and (b) identify ‘next steps’ for learners which then result in clear and identifiable progress.
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