Professional Learning: Evidence of changes in teaching, learning and assessment practices
The use of the Level Up model is now consistent across Functional Skills, GCSE and A Level English courses and features on the scheme of learning and assessment following summative assessment points. There is an active action learning set of 14 teachers, based across college areas, who use the Level Up process. This includes teachers from maths, science, history, catering and geography.
Vocational staff members have been instrumental in adapting the feedback stage of the LEVEL UP model for their vocational subject. However, rather than written feedback, feedback is recorded by audio or video.
The Level Up process used by the teacher in Case Study 1 will form part of her QTLS professional development plan.
The LEVEL UP model has helped to build positive and collaborative relationships between learning support assistants in the classroom who support learners completing their upgrade work. The project has been fully supported by the senior leadership team and features as part of the South Devon College teaching and learning framework, contributing to the development of the organisation.
As part of the learner improvement process, exam access requirements have been identified and the improvement work has been used as evidence to provide referrals for use of laptops in class and in summative assessment. There was also a focus on learners who had Education, Health and Care Plans (EHCP), identified to have Special Educational Needs (SEN) or pupil premium students to use the upgrading of work as a motivational tool and raise aspiration.
As an English team we have had regular meetings to moderate marking and linked this specifically to the examining board criteria. The use of marked examples from the examining board has enabled us to maintain and update our awareness of the exam criteria.
The project has encouraged staff members to evaluate and adapt their practice to use other evidence-based approaches, which can be seen in the learning walk record:
Evidence of improved collaboration and changes in organisation practices
Following the CPD sessions held in June 2019 and January 2020 a number of staff members across the college community expressed an interest in incorporating the LEVEL UP model within their own practice. Members from the Teaching and Learning Coach team actively supported these practitioners with marking learner work, creating achievable targets and facilitating learner upgrade sessions, thereby strengthening the collaboration within sections throughout the college.
The personalised feedback has enabled all learners, including those with SEN, EHCPs and exam access arrangements, equal opportunities to upgrade their work.
The LEVEL UP project team were invited to present at the Senior Leadership meeting. The success of this presentation raised awareness amongst Curriculum Managers who fully decided to include the upgrading process as a key feature on schemes of learning and assessment across college.
Because of the success of the upgrade project, it has now been implemented in the South Devon High School which is a 14-16 provision and although situated on the college campus, is recognised as a separate external establishment. Further CPD sessions were provided and 1-1 coaching to help them adopt this new progressive approach to marking.