AfL in Science
Assessment for Learning (AfL) offers a selection of approaches that you can use to create an interactive, questioning climate that rewards curiosity and inspires enquiring minds.
AfL in Science topics
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Assessment for Learning in science
Assessment for Learning (AfL) in science is made up of four units that support the effective implementation of Assessing Pupils' Progress (APP) in science. Find out what the units contain and how you can use them.
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Using these materials
Find out about the progression tables and activities within each unit of Assessment for Learning (AfL) in science, and see how you could evaluate impact and continue development. This is part of Assessment for learning in science and supports developing AfL with Assessing Pupils' Progress (APP) in science.
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How the units fit together
Assessment for Learning (AfL) in science is made up of four units that are designed to help structure pupils' learning. Find out what each unit focuses on and how they relate to each other. This is part of Assessment for learning in science and supports developing AfL with Assessing Pupil's Progress (APP) in science.
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Unit 1: Lesson scaffolding
Learn about how you can support structured learning to develop Quality First teaching in science. The unit includes a progression table and suggested activities to help you improve practice. This is the core unit in a series of materials to strengthen Assessment for Learning (AfL) in science, and supports developing AfL with Assessing Pupil's Progress (APP) in science.
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Unit 2a: Oral feedback
Learn about how you can develop oral feedback to support Assessment for Learning (AfL) in science. This includes a progression table and suggested activities to help you improve practice, and is the second unit in a series of support materials to strengthen AfL in science.
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Unit 2b: Written feedback
Learn about how you can develop high-quality written feedback to support Assessment for Learning (AfL) in science. This unit includes a progression table and suggested activities to help you improve practice, and is the third in a series of support materials to strengthen AfL in science.
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Unit 3: Peer and self-assessment
Learn about how you can develop peer and self-assessment to support Assessment for Learning (AfL) in science. This unit includes a progression table and suggested activities to help you improve practice, and is the fourth in a series of support materials to strengthen AfL in science.
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Learning targets in science
These materials will support you in communicating to pupils the next steps in their learning. Find out how you can use Learning targets, learn about how to set them, and see examples of Learning targets linked to Assessing Pupils' Progress (APP) criteria by Assessment Focus and pupil attainment level. This supports Assessment for Learning (AfL) with Assessing Pupils' progress (APP) in science.
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Introducing Learning targets
Find out about Learning targets and how these can help you plan the next steps for pupils' learning in science. These materials detail how to set Learning targets and involve pupils in the process of using them. This is part of Learning targets in science and supports Assessment for Learning (AfL) with Assessing Pupils' progress (APP) in science.
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Linking to assessment focuses
Find out how you can develop Learning targets for pupils, linked to the five assessment focuses (AFs) in science to support their progression. This is part of a set of materials that focus on using Learning targets, and support Assessment for Learning (AfL) with Assessing Pupils' Progress (APP) in science.
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AfL in science – Unit 1: Lesson scaffolding: structuring learning to develop Quality First teaching in science
This is the first of four units looking at Assessment for Learning (AfL) practice in science. Unit 1 looks at how to support structured learning through the use of learning objectives, learning outcomes and success criteria. There is a progression grid to support self-evaluation of current practice and suggested activities to help move practice on.
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AfL in science – Unit 2a: developing oral feedback in science
This is the second of four units looking at Assessment for Learning (AfL) practice in science. This unit looks at how oral feedback can support AfL. There is a progression grid to support self-evaluation of current practice and suggested activities to help move practice on.
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AfL in science – Unit 2b: developing written feedback in science
This is the third of four units looking at Assessment for Learning (AfL) practice in science. This unit looks at how high quality written feedback can support AfL. There is a progression grid to support self-evaluation of current practice and suggested activities to help move practice on.
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AfL in science – Unit 3: developing peer and self-assessment in science
This is the last of four units looking at Assessment for Learning (AfL) practice in science. This unit looks at how peer- and self-assessment can support AfL. There is a progression grid to support self-evaluation of current practice and suggested activities to help move practice on.
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Assessment for learning in science: Developing questioning and dialogue
Development of effective questioning and dialogue is an important aspect of developing good assessment for learning practice and lead to greater learning in science lessons.
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Assessment for learning in science: Developing questioning and dialogue
Development of effective questioning and dialogue is an important aspect of developing good assessment for learning practice and lead to greater learning in science lessons.
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Collaborative paired Assessment for Learning (AfL) driven swift school improvement
Vicky's school wanted to raise standards and improve teaching and learning with a relatively mature and experienced staff. This is a user-generated case study.
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Collaborative paired Assessment for Learning (AfL) driven swift school improvement
Vicky's school wanted to raise standards and improve teaching and learning with a relatively mature and experienced staff. This is a user-generated case study.
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Learning targets in science
This resource provides support for teachers who are beginning to plan for the next steps in learning for pupils as a result of periodic judgements or day-to-day assessments in science.
