I'm just floating this idea
FFTA targets are set for GCSE students
Using AfL I want to break their targets down into specific, challenging, achievable, & measurable within lessons. I also want to prove the progression in skills that they make.
So with the aid of post it notes at the end of each lesson I ask them to complete a post it note
Fold the post it over in half:
On the top half of the post it they write:
WILT - What I learned today…
WWW – What worked well…
On the other half of post it they write:
EBI – Even better if…
SUA- Still unsure about…
Stick Post it on file over the work that day
Instant review of learning in lesson recorded in their folder to see what they got and did not get.
To track and monitor the source evaluation skills required for GCSE – I use DAMMITT for source evaluation Date, Author, Material, Motive, Intended audience, Type, Tone in lessons to get students to remember to evaluate –
BUT I want to track their progression of these skills, get them into a habit and get them to prove to me that they can do it. So I have created the first draft of a tracking sheet for GCSE D-B students where students have 7 steps to source success –
Students must complete the sheet to prove they have examples for each step.
They must find 3 examples in their folder per target to sign a step off.
They record which piece of work & date it.
I’m still in early stages and I’m thinking about differentiating this further for G to E students and another for A to A*.
I also have another sheet in the pipeline to encourage written knowledge answers for Describe, Explain, Assess, Decide.
I'd love to hear what others do to track progression of skills in lessons to prove with evidence when the door opens and an inspector calls...