Session title: Supercharged evaluation skills – Distinction-level results from the start

Higher-order thinking skills for all learners


Supercharged evaluation skills is available as a half- or full-day session.

Information for event organisers

This session has been designed to for providers who want to be outstanding – outstanding in terms of high grades and value added, and outstanding when evaluated by Ofsted.

‘Supercharged evaluation skills – Distinction level results from the start’ is not a Gifted and Talented programme, but a strategy to ensure that all learners can achieve outstanding outcomes. Too often, terminal success-rate data reveals a wide spread of achievement grades with many providers struggling to produce a majority of high grades. But poor high-grade rates are not an issue – they’re a symptom of something, somewhere not being addressed.

Examining the progress-rate data of many providers reveals that too many learners take a long time to begin achieving higher grades. Teachers often simply point to learners’ inability to work at distinction level, but to be specific, learners do not have the sufficiently developed higher-order thinking and evaluation skills needed to achieve distinction grades. If this is the root cause of the symptom, then this is the issue to be solved.

In this session, delegates will look at a strategy for developing learners’ expert learning skills before the end of their extended induction period. Only then will all learners be equipped with the toolkit with which to be outstanding. Higher-order thinking requires learners to be in command of two vocabularies: the vocational and the evaluative. They also need to understand and be able to use ‘The Formula for Evidence-based Opinion’. This thoroughly scaffolded approach is naturally rooted in literacy and communication skills, helping providers to meet one of the key inspection agendas and arguably the cause of most poor inspection grades in recent years.

Along with this specific skills-development agenda, delegates will also explore tools for addressing the mindset of learners. ‘The Formula for Happiness’ helps teachers to reconsider their whole approach to lesson planning; using motivation as the key to unlocking learners’ potential.

The session also looks at why some common-place differentiation strategies are morally reprehensible, and shows teachers not only why the vast majority of questions asked in lessons are at Bloom’s taxonomy levels 1 and 2, but how to plan and practise the asking of higher-order questions.

And throughout the session, regular references will be made to the requirements of the new 2015 Ofsted Common Inspection Framework; you may be surprised at how the agenda is changing.

Publicity information for potential delegates

Do you ever have learners struggle to give a strong, coherent, evidence-based opinion? Do some of your learners take months to develop the ability to achieve high grades, if at all? ‘Supercharged evaluation skills – Distinction level results from the start’ has been designed to show how to turn all of your learners into higher-order thinkers, with a strong command of both their vocational and the evaluative vocabularies to give rich, full-colour, evidence-based opinion – to never again be happy with simply saying: ‘Yes, I liked it…’, or hiding behind: ‘I don’t know’.

Along with this carefully scaffolded practical strategy, delegates will also be introduced to a Formula for Happiness that could fundamentally change their approach to lesson planning. Further, perhaps provocative, consideration of differentiation and higher-order questioning is complemented by constant references to Ofsted’s new agenda, as laid out in the 2015 Common Inspection Framework. If you’re interested in practical strategies to transform your learners and practical strategies to avoid falling foul of Ofsted’s new trip hazards, then this session is for you. Supercharging your evaluation skills and learning about ‘full-colour writing’ is also a lot of fun.

This session will enable staff to:

  • consider and practise strategies for developing learners’ higher-order thinking and evaluation skills
  • generate a list of sources for developing vocational vocabularies for their subjects
  • use and explore an evaluative vocabulary
  • explore the Formula for Happiness and it’s potential to change the way staff plan lessons
  • develop their higher-order questioning skills
  • consider the negative impact of common-place differentiation strategies
  • prepare for inspection by considering the implications of the new Ofsted 2015 Common Inspection Framework.

What the delegates say

  • The session has helped the fog to lift after a long summer break.  Derby College
  • I fully enjoyed the interactive nature of the day. Excellent and informative.  Kingston College
  • As a facilitator, I feel I’m now moving into a first class train carriage from second.  Framework Housing Association
  • Tony was very knowledgeable and it was extremely enlightening to revisit differentiation and stretch & challenge. I now feel more equipped to ask higher-order questions.  West Thames College
  • I enjoyed the focus on ‘full colour’ writing and language skills, and being evaluative.  Bracknell and Wokingham College
  • Learnt how to get students to be evaluative and how to do it.  Solihull college
  • Like discovering a chocolate cake in a box labelled ‘chore’.  Sussex Downs College

Have a look at what other providers said about this training. Click here, then ‘Filter by session’, and select the title for an overview of providers’ feedback. You may then wish to ‘Filter by provider’ to see further details of the impact it has had on individual staff. These comments can be invaluable when generating curiosity about forthcoming training.


Supercharged evaluation skills is available as a half- or full-day session.


To discuss your requirements in detail, please phone or drop us a line.