Week 26: The Power of Analogy & Post-16 Horizons

The "Why": Assessment is only as good as the information it gives us. This week, we move beyond just checking if pupils are "busy" to ensuring they can evaluate their own progress. By using high-quality models, we provide the "stretch" pupils need while keeping a challenging curriculum achievable.

Weekly Target: TS6 (k/l) & TS1 (b). Share and deconstruct model work to highlight key details for pupils. Ensure that when peer- or self-assessment is used, the feedback remains specific, helpful, and focused on progress.

Mentor Action: Deliberate Practice. This is a vital week for collaboration. Sit with your trainee to deconstruct a departmental resource that models a specific skill. Then, collaboratively draft a "live model" for one of their upcoming lessons to ensure it balances support with challenge.

Classroom Management Part 3: Kim Lynch (SENDcO) on effective communication and creating an inclusive environment.

Assessment for Learning Part 4: Re-visiting questioning with Edwina Stanger. This session bridges the gap between ITaP focus and real-world classroom outcomes.

Wednesday Twilight: These sessions continue to be the pulse of our theoretical training—please encourage trainees to share their "Talk-Through" reflections with you.

Effective Communication: Following Kim Lynch's session, observe how your trainee communicates with pupils with SEND. Is the language clear? Are the instructions tiered?

Making Self-Assessment Meaningful: During your Focused Observation (6l), watch how an experienced colleague makes self-assessment "stick." Is the model work being used effectively to highlight specific success criteria?

Subject Focus: Trainees in DT and Business should continue engaging with their Subject Associations to bridge the gap while Ofsted reviews are pending.

The "Why": Assessment is the engine of progress. It prevents us from being over-influenced by "compliance"—how busy a pupil appears—and focuses instead on genuine understanding. By mastering questioning and wait-times, we turn passive listening into active knowledge development.

Weekly Target: TS4 (m/n). Focus on including a range of question types to extend pupils and providing appropriate "wait time" (often longer than we think!) to allow for developed, thoughtful responses.

Mentor Action: Assessment Talk-Through. Review the formative assessment methods the trainee has used this week. Discuss their engagement with self and peer assessment—were these activities effective in moving the learning forward, or did they miss the mark?

Assessment for Learning (Part 5): Dylan Wiliams via NASBTT. Focus on embedding formative assessment to provide critical information on pupil needs. Access NASBTT Hub

Diversity, Equity & Inclusion: Dr. Adam Brett on creating safe and inclusive classrooms. Trainees should be planning opportunities to develop greater diversity in their practice. Access DEI Resources

Subject Research: Trainees should return to the Ofsted Curriculum Research Review for their subject. (Note: DT and Business trainees should consult their Subject Association). Summarize findings in the Subject Knowledge log.

Focused Observation: Observe how a teacher uses a range of different question types to extend and challenge pupils (4m).

Deliberate Practice: Practice question delivery with a specific focus on Wait Time (4n). Use question stems to elicit different response types, moving from basic recall to justification and vocabulary modelling.