Hannah is a teacher from a secondary school in South Wales and carried out this research with her Year 8 SEN class. The aim of the project was to find AfL strategies to aid pupils in understanding art terminology in order to access the information provided in both oral and written feedback.
The intervention involved implementing a visual scaffolding system in order to illustrate subject specific terminology to pupils. The intervention indicated that pupils benefitted from the system by an increased understanding of key terms, which helped them to understand both feedback and instructions. This also led to increased confidence and improved quality of work. The outcome of the intervention also demonstrated the need for a range of visual examples in practical subjects, rather than one ‘golden standard’, in order for all pupils to feel a level of success and confidence.
© Hannah Thomas January 2016