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Setting the context task
In small groups
You are about to observe a lesson of
someone who has assessment for learning
fully in place what would you expect to see?
5 minutes
Diamond ranking: Setting the context
Discussion about the relative importance of the cards.
Diamond rank them in order of importance.
most
important
least
important

By actively;
 Involving pupils in determining what they need to learn.
 Helping pupils in working out what good outcomes look
like and how they are linked to progression.
 Encouraging them to share partially formed ideas and
helping each other refine their thinking.
 Enabling pupils to seeing the purpose of what they are
learning.
 Supporting pupils in developing the necessary skills to
become more independent learners.
 Supporting pupils in reflecting on how their skills can be
transferred to different situations.
To analyse & evaluate
evidence to draw &
justify conclusions
To understand how the
products we buy can
impact the lives of
others
How to improve your
evaluation skills
Understand elements
of daily life
To explore what impact
the new superstore
Will have on the local
community
To display information
in a variety of ways
Develop ‘geographical
imaginations’ of rural
life.
We are learning / exploring
How?
Why?
When?
What?
Which?
Get the picture!
Learning about rivers in their upper course…So
at the end I want to you to draw a sketch…
Individually

Draw a sketch of a river flowing from the hills and
label it.

( 2 minutes)
Each group rank the pictures for your group and be
prepared to explain their choice
( 2 minutes)
Now mark the pictures using the criteria below:
1.
2.
3.
4.
5.
6.
7.
1 mark for the river labelled
1 mark for hills labelled
1 mark for clear sky with a buzzard flying over head
1 mark for grass labelled
1 mark for sheep on the hills
1 mark for boulders.
1 mark for an arrow showing the direction the water is
flowing
8. 1 mark for a reeds.
9. 1 mark for stone wall
10. 1 mark for no trees
( Maximum 10 points)
Lesson learning objective:
To understand how to annotate a geographical
photograph of the upper course of a river.
Intended learning outcomes:
By the end of the lesson you will all be able to:
• Create a annotated diagram which highlights the
key features of a river in it’s upper course.
• Most will be able to correctly add some specific
geographical labels.
• Some will be able to add more detailed labels.
Steep ‘V’ shaped
valley,
Steep slope
Small, fast
flowing
stream
Large,
angular
boulders
Stream
Stones
Loose material,
probably partly
the result of
physical
erosion – such
as freeze thaw,
appears to be
moving down
the steep slope,
probably aided
by gravity.
Some of the
debris appears
large and
angular.
A River valley in it’s upper course
Large, angular
boulders
Steep ‘V’
shaped valley,
with a small fast
stream flowing
through it from
the hills
Large, angular boulders or
debris appear to have slipped
down the slope
Steep ‘V’
shaped valley,
typical of a river
in it’s upper
course where
small swift
flowing streams
erode vertically.
Intended learning outcomes: By the end of the lesson you will all be able to:
Create a annotated diagram highlighting key features of a river in it’s upper course.
Success criteria - a measure of quality and progression.
Good
• Clear titled diagram, at least 5 key features correctly labelled.
• Simple descriptions of all key features;
Even better if
• More specific descriptive labels.
• Features linked within the picture
• Some geographical terms, accurately used
Exceptional if
• Most key features labelled thoroughly
•
•
A range of geographical ‘language’ used
Inferences linked to prior knowledge.
In small groups consider –
How might understanding the success criteria empower the
learner. Think of




pupil attainment
peer support and feedback
Individual target setting.
Pupil ownership
( 3 minutes )







What do you think?
Why do you think that?
How do you know?
Do you have a reason?
Is there another way?
Do you agree?
What if… would it be the same?





Plan effective questions to helps pupils to unpack what
and how they have learnt and what they might do with
that learning. – Seek extended answers.
Active pupil involvement in the plenary is essential
Set aside time to do this properly.
Gather information by listening to group discussions, use
this appropriately in the plenary to build up joint thinking
and summarise key points
Use bridging scenarios to help pupils to make
connections and generalisations and to realise how skills
can be transferred to other subjects and contexts.




Go back to the cards – prioritise again
Select the card you feel you need to focus on
developing first.
Share your top 5 tips to ensuring that AfL is
effective in empowering learners.
Be prepared to share them with others.