Oldmachar Academy

Guide to

Learning and Teaching February 2014 Update

Oldmachar Academy

Policy on Learning and Teaching

The whole school policy on learning and teaching of Oldmachar Academy is based on the pol-

icy of Aberdeen City Council, which is described on the next page. This policy is in turn based

on the documentation which expressed the national planning for Curriculum for Excellence.

In this e-magazine, we describe the guidance to the policy we have developed, which is made

up of the following three key elements:

Our Core Skills Framework

Our Guide to Forming Learning Intentions and Success Criteria

Policy on Assessment

It is expected that all teacher use this policy in developing plans for individual and groups of

lessons. A great deal of consultation has gone into the planning of the policy and a lot of

training has gone into ensuring that all staff have had appropriate training to implement it.

In providing this complete set of guidance for the policy, we aim to provide a resource that is

practical and simple to use for all staff.

All learning in Oldmachar should be planned in relation to these policies. All feedback to

young people should

CHALLENGE AND ENJOYMENT The learner will…

Experience open ended tasks that challenge thinking

Be motivated by their learning & successes in a wide range of learning environments and enjoy the associated recognition

Experience differentiation according to ability and preferences

Benefit from the creative use of resources available

Believe in themselves, develop resilience and a ‘can do’ attitude

BREADTH The learner will…

Learn in a wide range of contexts and environments

Undertake interdisciplinary learning to enable them to make meaningful connections across learning

Participate and engage in the life and ethos of the school and wider community

Experience a broad and general education

PROGRESSION The Learner will…

Set aspirational targets and receive quality feedback on how to improve

Build on prior learning from 3 – 18 and into the world or work

Help define success criteria to measure success

Progress at an appropriately challenging pace

DEPTH The learner will…

Routinely develop and practise higher order think-ing skills

Apply learning in different and unfamiliar contexts

Interact with, justify and collaborative with others during learning tasks

PERSONALISATION AND CHOICE The learner will…

Influence the direction of and next steps in learning

Influence how learning is assessed

Enjoy some specialisation

Experience a curriculum that meets/supports their individual learning needs and

COHERENCE The learner will…

Experience discrete and interdisciplinary learning that they can transfer to other contexts

Master and identify transferable skills

RELEVANCE The learner will…

Understand what they are learning and why it is important

Experience a curriculum that connects with their experiences within and out with the classroom

Develop changing ICT skills to help them reach positive destinations

PEDAGOGY Learning will be…

Active, engaging and flexible

Driven by clear LI and where possible, SC nego-tiated with pupils

Provide opportunities for achievement

Collaborative and interactive

Based upon effective AifL strategies

Innovative and adapted to meet all learners needs

Providing opportunities for pupils to under-stand themselves as learners

Planned/assessed in line with CFE

EVALUATING Leaders of learning will…

Share practice with colleagues in school, across TLCs and across the authority

Engage in self and peer reflection

Use data to measure impact effectively to sup-port evolving practice

Collaborate to build a culture of self-reflection and improved standards

Work with staff, pupils, parents and communi-ty to agree improvement priorities

Evaluate practice against the GTCS standards and identify the impact of CPD

SKILLS FOR LEARNING, LIFE AND WORK All learners will…

Engage in enterprising tasks

Apply literacy, numeracy and HWB across the curriculum

Be challenged to explore thinking skills following Blooms Taxonomy from 3 – 18

Managing time, planning and organising, com-municating, solving problems, undertaking tasks at short notice, working with others, thinking critically and creatively, learning and continuing to learn, taking responsibil-ity for own development, managing and being managed

ACC Policy: Learning and Teaching

The Core Skills Framework was developed in June 2012 by the Learning and Teaching Group of Oldmachar Academy. This involved fifteen members of staff, under the guidance of our Principal

Teacher of Learning and Development (Susan Wilson). It was updated in June 2013 following a year of trialling. It is based on the Principles and Practices of Curriculum for Excellence and has been

used by staff of the school as a shared language about skills—which supports learners’ understanding and profiling. It is a means by which skills related to literacy, numeracy and health and well-

being are promoted by all teachers in a coherent way. It is expected that one skill from the framework should be used as a learning intention in each lesson, or group of lessons. And that another

learning intention related to curricular content (Experiences and Outcomes) should be set alongside it. In this way there should be a balance between skills and content in teachers’ planning.

Core Skills Framework

The Core Skills Framework was developed in June 2012 by the Learning and Teaching Group of Oldmachar Academy. This involved fifteen members of staff, under the guidance of our Principal

Teacher of Learning and Development (Susan Wilson). It was updated in June 2013 following a year of trialling. It is based on the Principles and Practices of Curriculum for Excellence and has been

used by staff of the school as a shared language about skills—which supports learners’ understanding and profiling. It is a means by which skills related to literacy, numeracy and health and well-

being are promoted by all teachers in a coherent way. It is expected that one skill from the framework should be used as a learning intention in each lesson, or group of lessons. And that another

learning intention related to curricular content (Experiences and Outcomes) should be set alongside it. In this way there should be a balance between skills and content in teachers’ planning.

What makes a good Learning Intention?

‘The learning intention is what you want the pupils to learn’ Shirley

Clarke

‘Learning intentions describe what children are going to learn, not

what they are going to do’ Dylan Wiliam

What Teachers Should Do to Set Learning Intentions

Share the Learning Intention at the beginning of the lesson

Link the Learning Intention to the E’s&O’s

Identify what the learner will be learning (I can…)

At least one Learning Intention should be based on content, at least one

should be based on the Core Skill that will be applied

Differentiate between the learning that is taking place and the task being

undertaken

Explain the reason for the learning (link to the bigger picture)

Present in a language that the learners can understand – the more the

learner experiences the terms used the more familiar they will become

e.g. Core Skills used consistently across the curriculum

Revisit the Learning Intentions throughout the activity/lesson – for this

purpose it may be useful to display the Learning Intentions or have pupils

note the Learning Intentions

Guide to Learning Intentions

Examples of Learning Intentions

‘Keep Learning Intentions focused on what will be learned by engaging with the

task’ Education Scotland

This can be achieved by providing a Learning Intention that is based on what is

being learned through the content of the lesson as well as providing what Core

Skills will be learned and applied as the following examples demonstrate:

I can describe the lifestyle of the people of the Amazon rainforest (content) I can compare and contrast by looking at similarities and differences (skills)

I can consider a range of moral dilemmas about abortion to promote com-passion in society (content)

In group work I can effectively take part in a discussion, confidently share my ideas and tackle problems (skills)

I can understand the term ‘binge drinking’ and recognise the dangers

(content) I can show respect and care for myself (skills) I can write a biography of a famous figure, taking information from differ-

ent sources (Content) When creating a text I can plan effectively so that my text communicates

meaning clearly (Skills)

Separating the Learning Intention from the Task

It is important to separate the learning that is going to take place (the Learning Intentions)

from the tasks that the pupils will undertake during the lesson.

Look at the following examples:

Learning Intentions Tasks

I can describe the lifestyle of the people of the Amazon rainforest (content) I can compare and contrast by looking at similarities and differences (skills)

Watch a DVD about life in the Amazon rain-forest and take notes, work with a partner to note how your life is similar/different.

I can consider a range of moral dilemmas about abortion to promote compassion in society (content) In group work I can effectively take part in a discussion, confidently share my ideas and tackle problems (skills)

Work in a group to read case studies

about views on abortion and explain which

religions are for and against by answering

the questions provided.

I can understand the term ‘binge drink-ing’ and recognise the dangers (content) I can show respect and care for myself (skills)

List what can affect how much a person

can drink and discuss scenarios about drink-

ing ‘what would you do if…’

I can write a biography of a famous fig-ure, taking information from different sources (Content) When creating a text I can plan effective-ly so that my text communicates meaning clearly (Skills)

Organise information about a famous fig-

ure into a logical sequence, highlight key in-

formation and write a profile on this person

Unpacking Learning Intentions

The Importance of Success Criteria

‘Success criteria summarise key steps or ingredients the student needs in order to fulfil the

learning intention – the main thing to do, include or focus on’ Shirley Clarke

‘Learners learn best when they understand what they are learning and what is expected of

them’ Dylan Wiliam

In our learning and teaching policy, teachers are expected to use success criteria in order:

To improve understanding

To empower pupils

To encourage independent learning

To enable accurate feedback

That learners know how they will be assessed

That learners will be more able to assess their own work to identify success and areas for

development

Importance for Students

As part of a series of assessment workshops that were held for S1, students were provided an

opportunity to comment on the use of success criteria. The following is the feedback that was

received:

Students said they would like to have the success criteria to check their work before they handed

it in. This would make them more confident about handing in completed work.

“If the success criteria was written out for you then you would be able to get your work up to

their expectations” (actual words used by the pupil).

When using success criteria, they preferred the ones that had the checklist and a space for com-

ments. They felt it also helped when they were directed how to comment e.g. 2 stars and a

wish.

Guide to Using Success Criteria

What makes for Effective Success Criteria?

The learning intention and success criteria should be closely linked, but not the same. They are discussed and agreed with pupils prior to undertaking the activity. The focus should con-tinue to be on the learning rather than the doing. They provide a scaffold and focus for pupils while engaged in the activity and should refer to specific features of the work that will be assessed. The following points should be borne in mind when developing Success Criteria:

Use words that emphasise the learning, knowledge, understanding, thinking and skills (Blooms Taxonomy)

Success Criteria should be visible and referred to throughout the lesson so that learners can measure their success.

Success Criteria could be provided in the form of a checklist to allow pupils to rec-ord their progress.

Model Success Criteria using exemplars – What does a good piece of work look like?

Involve young people in establishing Success criteria to engage pupils in their learning.

Through discussion, asking how they know they have achieved success in their learning is formative.

When should we refer to Success Criteria?

The following guidelines should be borne in mind when using success criteria:

At the beginning of a lesson, teachers should use them to establish the expecta-tions of students

Throughout the lesson they can be referred to in order to gauge student progress When pupil work is being assessed, the teacher should use them in order to struc-

ture self, peer and teacher evaluation At the end of a lesson when summing up the learning, the teacher should return

to the success criteria When providing feedback to young people about learning process and establishing

next steps, the success criteria should underpin this.

Examples

Example 1 Learning Intentions

I can describe the lifestyle of the people of the Amazon rainforest (content) I can compare and contrast by looking at similarities and differences (skills)

Task

Pupils look at images of Amazon tribe & settlement, think of words to describe these and share with class

In pairs pupils identify similarities and differences between the tribe and their lives, appearance, housing. Pupils list these in two columns or alternatively as a spider diagram/mind map

Success Criteria

I have shared my ideas with others I have listened to others contributions I have made clear and well organised notes I have used appropriate headings for my notes

Example 2 Learning Intentions

I can consider a range of moral dilemmas about abortion to promote compassion in society (content)

In group work I can effectively take part in a discussion, confidently share my ide-as and tackle problems (skill)

Task

In groups pupils read through case studies and note answers to the questions provided.

Feedback to class from answers and determine which religions are for abortion and which are against; giving reasons from the case studies.

Success Criteria

I have taken part in discussions and shared my ideas I have listened to others

Summary By including the following in every lesson, we can improve learning:

‘I can…’ Clear Learning Intentions set at the start of the lesson and referred to throughout. One refer-ring to learning that will take place linked to content, one referring to the Core Skills that will be applied.

‘I have…’

Clear Success Criteria that outlines the steps that should be taken in order for the pupil to successfully fulfil the Learning Intention and complete the activities set. ……………………………………………………………………………………………………..... When moderating Learning Intentions and Success Criteria within a lesson/activity a clear link should be able to be traced throughout as shown below:

Further reading and references:

Dylan Wiliam : Inside the Black Box (including subject specific guides)

Shirley Clarke: Formative Assessment in the Secondary Classroom

http://www.educationscotland.gov.uk/Images/WhatmakesagoodLearningIntention_tcm4-

660845.doc

Exemplifying Lesson Planning at Oldmachar Academy

Subject: Geography

Lesson Title: The people of the Amazon

Learning Intentions:

I can describe the lifestyle of the people of the Amazon rainforest (content)

I can compare and contrast by looking at similarities and differences (skills)

Success Criteria:

(information in brackets indicate the discussion had with pupils on how we can achieve the suc-cess criteria)

I can make coherent notes that select the most relevant information

(clear notes, organised, use headings, all notes will help meet our learning intentions)

I can make a relevant contribution to class discussion

(take part, all comments are ‘on task’, listen carefully to others)

I can appreciate diversity in all forms and respect the beliefs, feelings and opinions of others

(accepting that what we see, hear and read is not wrong it is just different, respectful comments)

Brief outline of lesson:

Pupils introduced to learning intentions, success criteria skills identified and pupils asked ‘how could you show this?’, prompted by teacher.

Pupils looked at 3 pictures of a tribe and their settlement, asked to think of words to describe these, this was shared in class discussion (success criteria 2).

In pairs pupils identified similarities and differences between the tribe and their own lives, appearance, housing. This was noted and shared in class discussion (success cri-teria 1 & 2).

Pupils watch DVD about people of the rainforest – asked to think about/note similari-ties and differences, anything they found interesting/surprising. This was then shared with the class. (success criteria 1, 2 & 3)

Assessment opportunities/evidence:

Quality and organisation of pupils notes (success criteria 1)

Observation of discussions, input and quality of contributions throughout (success crite-ria 2 & 3).

Use of Progress Indicators

We aim to provide clear information about progress in learning to all learners and their

parents / carers. This information is transparent and able to be understood clearly.

Function of Assessment

Assessment describes the learning of young people and helps to predict the next level

of challenge they need. A range of instruments and approaches should be used to do

this. It should take place when learners are ready for the challenge that it presents.

It should differentiate the knowledge and skills of young people and feed next steps in

learning. It should link to the stages of learning of Curriculum for Excellence and be

rooted in the learning and teaching policy of the school.

Policy on Assessment

Technique Strategies for Effective Learning

Use of

Questioning

Strategies used to generate answers to questions (hands down / traffic lights / wait time / pupil choice / teacher choice)

Use of group conferencing / consultation / discussion

Use of open questions: “What do you think?” “Why do you think…?

Use of challenging questions: “Do you agree with…?

Focus of questioning on individuals and groups: differentiation of questions, use of groups or pairs

Appropriateness of questions: fitness of purpose and quality of responses

Use of pupils’ answers within learning process

Opportunities for pupils to formulate questions

Feedback to Pupils on

Work

Written feedback in jotters

Verbal feedback from teachers on work done in class, or on returning work

Clear focus on learning objectives

Opportunities for/evidence of follow up by pupils and teachers

General issues for groups; specific issues for individuals

Attentiveness of teachers to pupil learning / needs

Peer and self

assessment

Opportunities for pupils to reflect

Pupils required to review / read / mark their own work

Teachers’ mark schemes / assessment criteria explicit to pupils

Pupils use mark schemes / assessment criteria to evaluate their own work

Pupils use traffic lights, or other strategies to review their own skills, confi-dence, or performance

Use of pairs / response partners

Groups marking homework

Whole class review of work: plenary

Small group work: evaluation and support

Composition of groups and their use within the learning process

Shaping the Learning

Process

Teacher’s actions during learning process: circulating, assessment of pupils’ learning, interventions in pupil work to promote learning

Use of time to manage and shape learning

Balancing the needs of individuals, groups and the whole class

Recognising support needs and devising appropriate action

Making decisions about intervening in learning

Using questioning and feedback to direct and redirect learning

Scaffolding, exemplifying, facilitating learning

Supporting Learning