Transforming lives through learning Profiling Education Scotland

Transforming lives through learning

Profiling

Education Scotland


Is Integral to Learning and Teaching – What is it? What is it not?

Assessment is central to learning and teaching. On an on-going basis, it includes conversations

with learners, questioning and the

provision of feedback.

It is not a bolt-on separate from learning and

teaching.

Discussions between learners and between them and staff to help learners understand

their learning and identify their next

steps.

It is not a mystery to learners or

something done to them.


It is based on evidence drawn mainly from day

to day learning and teaching

supplemented by more formal approaches.

It is not just about tests. It is not about

producing large folios of assessment

evidence unrelated to the planned learning.

Assessment has a number of aspects to it including

planning for learning and teaching, profiling,

conversations about learning involving staff, plus the

involvement of parents and other partners to support

learning.

It is not something that only happens at the end of a learning

experience.



It is about children understanding their

learning so that they can take increasing

responsibility for their progress and for the

profiling process.

It is not a focus on paperwork or a

profile which is not understood or ‘owned’ by the

learner.

Assessment is also about evaluating success over a range of experiences and outcomes, the ability to

respond to challenge and the capacity to apply

learning.

It is not just about coverage of the

curriculum.



National Context


What should be in a profile?

It needs to be manageable.

Should be designed locally.• Learner statement• Literacy, numeracy and progress in key aspects of health and

wellbeing• Achievements across all curriculum areas• Personal achievements – include those which stem from learning

experiences outwith school.


Purposes


Advice and Guidance


Curriculum for ExcellenceBuilding the Curriculum 5

A Framework for Assessmentpage 14

Children and young people achieve success in learning through planned activities in a range of settings and in their lives at home and in their local community. These activities may be provided by youth organisations , clubs and interest groups, in community provision or by activities organised by young people themselves. It is important that, through their involvement in such activities, learners build on progress in the skills and attributes that they are developing. Recognition of as much of their achievement as possible makes learning more relevant and motivating.


Curriculum for ExcellenceBuilding the Curriculum 5

A Framework for Assessment: Recognising Achievement, Profiling and ReportingPage 5

Education authorities and schools should plan to provide opportunities for learners to achieve. There is a wide range of partners who can provide opportunities for children and young people, including Skills Development Scotland, community learning and development, youth work, colleges and the voluntary sector. Partners should be involved in planning processes so that they develop their understanding of their contribution to the young person’s learning within Curriculum for Excellence and should contribute to recording progress and achievements.


Learner in the Senior PhaseAs young people progress through the Senior Phase, the profiling process is

likely to:

• help them become more independent and self-aware in their understanding of the skills for learning, life and work

• ensure learners’ achievements beyond formally assessed learning are recognised and valued

• take account of the full range of learning opportunities offered by partnerships with colleges, employers and other partners in learning


Profiling and Universities – University of Glasgow

‘The aim of this report is to provide some background and context on work related to profiling in a University setting; to highlight areas of good practice and to draw parallels with some of the themes and issues relating to profiling in schools. Closer partnership working between schools and higher education institutions in this area of profiling, in the future, could lead to smoother transitions to university for our students and a significant increase in their abilities to reflect on and articulate their development of core skills and attributes.’


Linking profiling and innovative CLD practice Example taken from www.educationscotland.gov.uk

Youth Access Programme, Glasgow Kelvin College

develop their skills and confidence

development of trusted relationships built by youth work staff and young people

development of transferable IT skills

development of social skills and the ability of young people to interact positively with adults

Young people are actively encouraged to achieve and progress


Tomintoul Nursery

‘A plan was drawn up to further develop the Tomintoul SMARTS (a system based on Prof. Howard Gardener’s theory of multiple intelligences).’

‘Thus Art Smart, Body Smart, Music Smart, People Smart, Nature Smart, Number Smart, Thinking Smart and Word Smart were established. ……These have been introduced systematically and are used on a daily basis.’

‘They can very effectively tell what sort of SMART they are being or what SMART they could use to improve or learn about something new.’

www.educationscotland.gov.uk


Documents

Transforming lives through learning Profiling Education Scotland