AHDS ASN meeting,September 2011,Frances Graham
How to get the pieces to fit
Building the Curriculum 3
What does that mean to you in your context?
Curriculum
This could include
• The Totality of the Curriculum
• Experiences and Outcomes
• Skills
• Values
• Attributes and Capabilities
• Girfec
Successful Learner
ATTRIBUTES•How does Frances show enthusiasm and motivation for learning?•How does Frances show determination to reach high standards of achievement?•How does Frances show openness to new thinking and ideas?CAPABILITIESHow does Frances :•Use literacy and communication? •Use numeracy?•Use technology? •Think creatively?•Learn independently and as part of a group?•Make reasoned evaluations?•Link and apply her learning?•Overall how successful a learner has Frances become this term/year?
Learning? Skills?
What does this mean for us in our context?
How does this reflect Capacities and Principles?
How do we know?
How do we know: Assessment
What do we need to consider when developing our assessment practices?
The Framework for Assessment
LEARNER
Informing self evaluation for improvement
Reporting on progress and achievement
How we assess
Principles of assessment
What we assess
When we assess
Ensuring quality and confidence in assessment
Reflecting the values and
principles of CfE
What we assessEach learner’s progress and achievements in
• Knowledge and understanding
• Skills
• Attributes and capabilities WITHIN THE Es and Os
Opportunities to carry out different activities and roles in a variety of settings have enabled me to identify my achievements, skills and areas for development. This will help me to prepare for the next stage in my life and learning.
HWB 2-19a
Learning? Skills?
Attributes and capabilities?
How will we know?
What will it look like and sound like?
Using a wider range of evidence to evaluate how much and how well pupils have learned
Assessment evidence may come from things that learners
SAY WRITE MAKE DO
Communicate
In response to their learning experiences
Assessment can enable teachers and others to unlock and successfully
implement CfE
• Assessment is a process not an event
• Assessment will follow the curriculum
• Should be based upon sound pedagogy
• It is about collecting relevant and wide ranging evidence
Evidence is
• Linked to learning• Based on shared success criteria• Developed through careful questioning• This means: effective discussions
» carefully structured activities» relevant tasks» capturing actions and responses» range of opportunities to practise
Curriculum, Learning and teaching
Assessment
SkillsAttributes and capabilities
Es and Os
Totality of the curriculum
Values
Evidence of How much and how well
Valid
Reliable
Say
Write
Make
Do
Breadth, Challenge and ApplicationKnowledge and Understanding
Planning for:
How do we know?
•What others are doing
•That our standard is the same as others
•That evidence is appropriate
•We are on the right track
•We are not going off on a tangent
Moderation
How do you and your learning community currently share and agree standards and expectations?
Moderation based on:
• Discussions and agreements within and across school communities
• Sharing practice within clusters, authorities and wider communities
• Common understanding of terminologies
• Audit against the principles
• NAR
Learning? Skills?
What does this mean for us in our context?
How does this reflect Capacities and Principles?
How do we know?
What can the NAR do for you?•Opportunities for comparison
•Differing methodologies
•A range of teaching and learning
•New and innovative practice in developing a range of assessments
•Exemplification of some generic ideas:
•Rubrics
•Sharing practice
•Planning courses
•How to plan for assessment
•Interdisciplinary Learning
•Sharing learning intentions and peer and self evaluation
•Interpretation of the experiences and outcomes
A common understanding of
• Developing
• Consolidating
• Secure
So where are we and how do we know?
First Level
Breadth
Challenge
Application
Second Level
Curriculum,Learning and teaching
Assessment
Practice
Moderation
Attributes and capabilities
Es and Os
Skills
Developing, consolidating secure
NAR
Shared understanding
Fair
Dependable
Validated professional judgement
Partnerships
Knowledge and understanding
Totality of the curriculum
Evidence of How much and How well.
Say
Write
Make
Do
Valid and Reliable
Breadth Challenge Application
Values
Recognising Achievement, Reporting and Profiling - capturing the learning journey.
What practice are you building on and how are you changing practice to reflect the changes?
What is our current practice and how does it fit?
• Personal Learning Planning
• Online tracking and monitoring of progression
• IEP
• CSP
• Skills progression
What ‘s new and different
• Build on the processes that are ‘fit for purpose’
• Recording Achievement• Profiling• Linked to reporting and to tracking and
monitoring• Working more closely with parents • Timing
Making it proportionate and manageable
Using language and symbols that are easily transferable
Holistic planning to meet the needs of learners
Values
Knowledge and Understanding
Attributes and Capabilities
Skills
Totality of the Curriculum
Curriculum, Learning and Teaching
Es and Os
Say write make do
B C AAssessment Practice
Evidence: How much How well
Valid and reliableNAR
Moderation
PartnershipsDeveloping Consolidating Secure
Validated professional judgement
Fair and dependable
Shared understanding
Learner
CSP
Learning Journey
Profiling and Reporting
IEPSkills Continuum
A few observations
• The importance of the 7 principles• Girfec sits well with this model• Improved self evaluation • Increased reliance on professional
dialogue/judgement• Relationships with parents and partners• Learner at the centre• Importance of building and maintaining
relationships
10 useful examples on NAR
1. Cornbank St James2. Grange Academy3. Marr College4. Edenside PS5. St Andrews, Renfrew6. St Andrews, Inverurie7. Kersland8. Lasswade High9. St Peter the Apostle10. Dunrossness PS
Frances Graham [email protected]