Activating students as owners of their own learning and developing a more ‘reflective learner’ is something the secondary teaching team are passionate about. There is a great deal of evidence emerging based on educational research into effective teaching, learning and assessment strategies that support this notion. It is imperative that students understand learning as a journey and a process and that improvement requires consistent review and reflection.
The success criteria used for each level varies from assessment to assessment, however it always revolves around the same key skills and concepts that are expected to be demonstrated in their work.
Over time, with consistent review and reflection, students are able to clearly see their progress and identify areas of improvement.