ABSTRACT

After initial training the scheme was introduced at Piper Hill by a KS 4 teacher in the spring of 1997, and we began the process of working towards moderation by a regional coordinator. To date, ASDAN work at Piper Hill has involved two teacher training sessions; setting up of pupil record books; setting up of a Central Development plan File; meeting parents/carers to explain the scheme; coordinating the writing of the subject modules (see example at Figure 11.4); attending regional meetings (three times a year); developing pupils' assessment and recording work; holding meetings for teaching staff on work in hand; and training and assisting non-teaching staff to implement the scheme.