| Making space for able learners | NACE |
|
To ensure the best provision and outcomes for students, school leaders and practitioners seek to base their approaches on sound evidence and proven practice. In the field of education for more able learners, however, this is not always easy to find. For this reason, NACE launched the “Making Space for Able Learners” research project, aiming to help close the existing evidence gap in policy and practice for the more able. The first phase of the project focused on approaches to “cognitive challenge”, drawing on a broad review of education research and pedagogical frameworks, alongside examples of effective practice at schools holding the NACE Challenge Award. Set against a background of relevant research and theoretical frameworks, and brought to life with current examples of effective practice spanning diverse phases and contexts, it aims to provide direction and inspiration for all school leaders and practitioners seeking to ensure young learners have access to high-quality challenge and support to attain at the highest levels. Following on from NACE’s review of key principles and practices for cognitively challenging learning, our new publication looks specifically at the role of assessment within this framework. Combining an overview of the research on effective approaches to assessment with case studies from NACE member schools, it seeks to arm school leaders and practitioners with the tools to transform assessment into an integral part of cognitively challenging learning for all. Copies of the publication can be purchased for your school CPD library (£13 incl. delivery within the UK / £17 outside the UK), or purchase both books together for a reduced price of £22 (£30 outside the UK)!
|
Print Page
