Module 5 – SSE, Assessment for Learning and Embedding Practice

[Pat Brennan]

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ASSIGNMENT

Write a forum post (150 words min) as a Reply to this post, reflecting on on your SSE focus, assessment approach and planned actions

• Choose one clear aspect of teaching, learning or assessment to review through SSE.
• Detail the evidence from own work you will use, such as planning created with Teach & Create, adapted resources supported by Copilot or prebuilt agents, or assessment for learning information from Learning Accelerators.

Please also comment on at least one other participant’s post offering a supportive comment, question or suggestion.

[Mark Kelly]

My focus is the use of Assessment for Learning (AfL) strategies to improve pupil engagement and understanding in reading this is what I might use for SSE.

Gathering evidence –

Literacy lesson plans created using Teach and Create.
Reading and writing resources differentiated with Copilot and the other agents to support differentiation.
Assessment data from Learning Accelerators, including reading fluency, comprehension, and engagement.
Samples of pupils’ written work collected throughout the year.
Teacher observations and reflective notes.
Feedback from pupils regarding their confidence and engagement in literacy activities.

Then we’ll analyse and make judgements, focusing on strengths and challenges. Oral languiage always needs attention, and then the overall goal of helping the children to become independent learners.

Then use the above for targets and actions, and writing and sharing the improvement plan. We put it into action, with inservice for the teachers on how to use the CoPilot tools, and then monitor with the tools themselves – they make it easy to monitor attainment and improvements.

 

 

[Marguerite O’Connor]

Hi Mark. I like how you’ve connected your evidence-gathering to the SSE process. Using assessment data alongside pupil work, observations, and pupil feedback should give you a really clear picture of what’s working. It might also be worth thinking about how you’ll track the impact of the AfL strategies over time, so you can clearly show improvements in engagement, reading, and independent learning.

[Colin Syron]

I like how you’ve linked the use of Copilot and Learning Accelerators directly to the SSE process rather than viewing them as separate initiatives. Using evidence from lesson planning, differentiated resources and assessment data gives a much broader picture of pupils’ progress than relying on one source alone. Your point about using the findings to inform teacher professional development is also important. Providing staff with opportunities to share good practice and develop confidence using these tools will help ensure they are embedded consistently across the school. I also agree that the ultimate goal is to develop independent learners. AI and digital tools should support pupils in becoming more confident and reflective learners while continuing to build essential literacy and oral language skills.

[Marguerite O’Connor]

Our School Self-Evaluation (SSE) focus is wellbeing and for this assignment I have chosen to review how classroom routines and formative assessment strategies can support students’ sense of belonging and confidence in learning. When students feel safe and supported they are more willing to participate and achieve their potential.

To review this area of my teaching, I’ll look back at lesson plans I’ve created using Teach & Create to see how I’ve included wellbeing through group work and giving students opportunities to share their ideas and opinions. I’ll also use resources I’ve adapted with the help of Copilot to make sure lessons are accessible and suitable for students with different abilities and learning needs. I’ll use Assessment for Learning information from Learning Accelerators to see how students are engaging with their learning and where they might need extra support.

Using this information, I plan to build in more regular check-ins with students, give them more chances to reflect on their learning and work together, and continue adapting lessons to meet their needs. I also want to ask students for feedback about their learning experiences so I can better understand what helps them feel supported and engaged in the classroom. My goal is to create a positive, inclusive learning environment where every student feels confident, valued, and able to do their best.

[Cormac O’Brien]

I like the SSE area of Wellbeing. We did this previously and while it was invaluable to focus on it, I found it tricky to assess where we were on it.

Making students feel safe and supported is key to any school environment. In reflecting on your post I suppose I often skip over the areas that you put down as vital. Things like regular check ins, chances to reflect on learning and getting feedback. Even simple reflections like traffic light system or emojis to reflect on lessons or their own work can be such an enlightening experience for both teacher and student.

It seems obvious now reflecting on your post but in effect I always tell students a teachers 3rd job is to teach. Job 1 is to keep you safe and job 2 is to ensure you’re ready to learn. Addressing wellbeing won’t have immediate academic results but will have a more rounded developed individual.

[Cormac O’Brien]

Our new SSE focus is on improving Literacy across the junior classes by introducing the UFLI programme, which is replacing Jolly Phonics. This year, I will be teaching 2nd Class and using the UFLI system for the first time. My SSE focus and I suppose that of the school, is to review how effectively UFLI supports pupils’ phonics knowledge, reading fluency and spelling, while also helping me develop my own confidence and professional competency in delivering the programme.

I will use lesson plans and resources from the UFLI programme itself along with ones created with Teach and Create to support structured literacy instruction. I also plan to use Copilot to adapt and differentiate activities to meet the needs of all learners as UFLI can be a one size fits all category. It’ll also assist those pupils requiring additional support or extension. Assessment evidence will include weekly UFLI check sheets, teacher observations, pupil work samples, spelling assessments and reading fluency checks. Reading coach using specific words would be vital here. This formative assessment information will help identify pupils who may need additional intervention from our SET team and allow me to adjust my teaching accordingly.

As this is my first year implementing UFLI, I hope the evidence gathered will help me reflect on the effectiveness of my teaching, identify areas for improvement and ensure that pupils are making measurable progress in Literacy. Working with the Literacy team (which I’m a part of) I also hope to contribute to the successful implementation of UFLI across the school as part of our shared SSE goals.

[Colin Syron]

For my School Self-Evaluation focus, I chose to look at how Microsoft 365 Copilot and the tools explored throughout this course could support planning, differentiation and formative assessment in my classroom. As part of this review, I reflected on lesson plans created using Microsoft Teach, differentiated resources produced with Copilot and assessment opportunities through Microsoft Forms and Learning Accelerators. I also considered feedback from pupils during lessons and my own observations of their engagement.

One of the biggest benefits I found was the time saved in creating high-quality first drafts of resources. This allowed me to spend more time adapting materials to meet the needs of my class rather than starting from scratch. The accessibility features and Learning Accelerators also highlighted practical ways to support inclusion and provide more immediate feedback to pupils.

Going forward, my aim is to embed these tools gradually into my everyday practice. I plan to use Microsoft Teach when planning new units of work, incorporate Microsoft Forms more regularly for formative assessment and make greater use of Learning Accelerators to support literacy. From an SSE perspective, these tools can provide useful evidence of pupil engagement and progress while helping to inform future planning. Throughout this process, professional judgement remains essential to ensure that AI-generated content is accurate, appropriate and tailored to the specific needs of my pupils.

• This reply was modified 6 days, 17 hours ago by Colin Syron.

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