CBSC FEED FORWARD GUIDANCE CBSC Philosophy: Feeding Forward aims to reduce the gap between where the

pupil is, and where they could be. Most in education consider the teacher to pupil feedback clearly an important one. However, as important, is the pupil to teacher feedback as both of these are crucial in shaping future learning. Teacher assessment is fundamental to pupil progress. The outstanding teacher uses assessment to diagnose the strengths and weaknesses of both individual and whole group pupil learning. They then skilfully use this process to inform the planning of their future lessons. However a second benefit is that it also highlights the impact of any of the teaching methods used. This can then inform the pedagogical approach to future lessons. CBSC Expectation: Formative assessment is predominantly to be used. This can include comments relating to learning that specifically went well (WWW: What Went Well) and SMARTER targets to improve learning further (EBI: Even Better If). Learning must be fed forward to encourage further development. A minimum of one summative grade to be given per pupil per half term. This is to be a working level which is a grade based on the work taught thus far. In Class work: Outstanding staff will skilfully use various Assessment for Learning techniques to feed forward on in class activities. There will however be an expectation that it has been seen. Oral feedback should also be given here. Out of class hours work / In class assessments: Expectation is that learning will be fed forward and this will be assessed by the teacher. Key Strategies: Pupils are to comment back on your feedback to their learning. Learning Outcomes and Success Criteria play a crucial role, they need to be transparent, challenging but most importantly communicated, and easily understood. They make pupils fully aware of what, why and how they will be learning. Pupils must understand where they are going. Consequently it is important that feedback is in reference to the learning outcomes. An effective technique is to use a conceptual development arrow/pyramid. Pupils should be given time to ask questions about the feedback, particularly written. Consequently they will need to act on the feedback they are given; it will be the role of the teacher to ensure this happens. What Went Well / Even Better If! Feedback must be timely. Instant feedback is the best feedback. This is not always possible; however we must endeavour to feed forward at the earliest opportunity. Marking for Common Errors: In relation to errors of spelling, punctuation, use of capital letters, paragraphing and grammar, one effective strategy is to correct the error for the pupil and then ask them to formulate a strategy to use in the future which will avoid the mistake.