Characteristics of Grade 2 & 3 Teaching, Learning and Assessment

Canterbury Grade 2

Typical characteristics delivering a Grade 2

Canterbury Grade 3

Typical characteristics delivering a Grade 3

·         Evidence of planning to meet individual needs

·         Clear introduction to the session creating a  sense of purpose

·         Students are ‘ready to learn’

·         Active learning with student-led activities

·         Timing and transitions between activities are well managed to provide ‘pace’.

·         Students engaged by learning activities

·         Clear checking of progress with extension and stretch

·         Students make significant progress

·         Opportunities to develop English & maths skills with use of SPAG checks and feedback

·         Skilful use of questioning techniques to support and extend learning

·         Students take notes where applicable and these are checked/marked to provide feedback

·         Clear contextualisation of learning to employment and progression skills

·         High attendance and punctuality

·         Students able to work well independently

·         Homework set/checked

·         Students know their target grades and are able to use feedback to identify how to improve

·         Students demonstrate respectful relationships with peers and the tutor

·         Resources/activities are well designed and fit-for-purpose

·         Tutor demonstrates ability to respond with flexibility to make the most of naturally occurring learning opportunities.

 

·         Limited evidence of planning

·         Lack of formalised start to the session

·         Attendance and punctuality at or below college average

·         Limited challenge of poor punctuality

·         Reliance on tutor-led activities with few opportunities for independent learning

·         Over-reliance on activities which are ‘tired’ and lack innovation (gapped hand-outs, word searches etc.)

·         Over use of PowerPoints which do not engage or create activity, sometimes taken straight from the awarding body

·         Few students take notes

·         Limited use of SPAG checks

·         Poor questioning technique missing opportunities to stretch and develop thinking skills

·         Limited use of opportunities to develop English and maths skills

·         Students’ ability to work independently is limited

·         Homework is not checked/set

·         Students are unclear about their target grades and what they need to do to improve

·         Students are not all ‘ready to learn’

·         Inconsistent or limited use of ‘class rules’

·         Progress checks lack rigour

·         Students’ progress is limited/slow

·         Students’ focus/engagement with learning is limited

·         Respect for peers and the tutor is limited

·         Behaviour and/or attitude to learning limits progress

 

 

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