Teach Secondary had five categories at the heart of secondary teaching and learning – curriculum impact, assessment, safeguarding, SEND and CPD – and compiled a shortlist of 30 finalists; six per category.
Michael Chiles is a Principal Examiner, Curriculum Development Advisor and an experienced school leader who has successfully headed departments in several challenging secondary schools in the UK. He is an experienced trainer and has delivered training, both nationally and internationally, to support teachers in their approaches to implementing effective assessment practices.
Michael is a Chartered Geographer at the Royal Geographical Society (with the Institute of British Geographers) and is an experienced Head of Geography. In recent years, Michael has supported schools in curriculum development, delivering training nationally and internationally to teachers and school leaders, along with authoring several revision materials for schools. He is a passionate practitioner with a keen interest in using research-based evidence to support students in becoming lifelong learners.
Michael is the co-author of ‘The CRAFT of Assessment’, in which he explains the importance of school leaders cultivating the right conditions for teachers to use assessment as a tool to support learning, both in and out of the classroom, to enable pupils to close the knowledge gap. His book has received widespread acclaim and has been praised for containing a wealth of practical ideas with research-informed explanations.
This webinar will provide headteachers, school leaders, teachers and teaching assistants in secondary schools with practical guidance on assessment and feedback to facilitate pupil progress during blended learning.
This webinar will provide headteachers, school leaders, teachers and teaching assistants in primary schools with practical guidance on assessment and feedback to facilitate pupil progress during blended learning.
This webinar will offer headteachers, school leaders, teachers and teaching assistants with an effective approach to pupil assessment, identifying knowledge gaps and implementing catch-up programmes as pupils return to school after recurrent and prolonged periods of remote education.