CPD pack: Attainment grouping
The aim of our CPD packs is to support members in further exploring the themes raised in an issue of our journal, Impact. CPD packs provide guidance and resources to help facilitate staff CPD based on key articles from each issue.
This pack is related to the article, ‘The problematic interface between research, policy and practice: The case of attainment grouping‘, written by Professor Becky Francis, Director at the UCL Institute of Education, and Dr Becky Taylor, Researcher Practitioner at the UCL Institute of Education.
The packs are designed to be flexible so they can be used and adapted to deliver a one-off session or a longer series of CPD opportunities. The facilitator notes contain suggestions for how to shorten or extend activities depending on whether you wish to provide a brief snapshot of the research or explore the concepts over a longer time period. We recognise that preparing and resourcing high quality CPD in schools and colleges is both time consuming and expensive, and we hope that these CPD packs will help reduce teachers’ and school leaders’ workload as well as providing a supportive framework enabling all school members to facilitate CPD confidently.
The pack
The materials below allow teachers to explore the impact of attainment groupingAlso known as ability grouping, the practice of grouping students according to measures of attainment within their own context, whether it is currently in place or not. They are also also aimed at generating conversation about the problematic relationship that exists between research, policy and practice.
This pack contains the following:
- Presentation slides
- Facilitator guidance
- A copy of the article
- Seven reasons handout
- Quotes handout
- Diamond ranking example
Click on the links above to download each resource.
If you make use of this CPD pack in your setting, we would welcome your feedback.
Click here to submit your feedback.
This article was published in February 2018 and reflects the terminology and understanding of research and evidence in use at the time. Some terms and conclusions may no longer align with current standards. We encourage readers to approach the content with an understanding of this context.
