This is the story of one school's successful journey to a ‘life after levels’. Together, the Headteacher and staff at one successful school took on the challenge: Where do we begin? What is the best assessment system for our school and our children? How do we make the most of assessment opportunities in the classroom? How do we create an assessment policy from scratch and implement it in the school? How do we evaluate it, re-shape it and talk about it to parents, the wider school community and our colleagues in primary education?

The Impact and Opportunity of Life After Levels for Pupils

The impact and opportunity of life after levels for pupils

This chapter will:

  • set out the need for active learners;
  • suggest how pupils can learn with purpose;
  • promote the power of reflection and self-assessment;
  • explore ways to ensure pitch and challenge;
  • champion quality feedback.


I have chosen to shape this chapter around the following statement from John Hattie.

Visible teaching and learning occurs when learning is the explicit and transparent goal, when it is appropriately challenging, and when the teacher and the student both (in their various ways) seek to ascertain whether and to what degree the challenging goal is attained. Visible teaching and learning occurs where there is deliberate practice aimed at attaining mastery of the goal, when there is feedback ...

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