EXEMPLIFICATION: What does it mean?

WHY? • To support teachers in their planning and to ensure that the Es and Os are translated into very good teaching, learning and achievement for ALL learners

• To deepen teachers’ understanding of what young people are expected to learn

• To identify innovative contexts for learning

• To see effective learning and teaching in action

Exemplification

Planning for ExemplificationWHAT?

3 High Level Organisers:

• Clarifying the learning

• Contexts for learning

• Pedagogy

Exemplification categorised by priority

Planning for ExemplificationHOW?

Partnership Working

• Sharing resources identified by HMIe / LAs / LTS / SCILT

• Audit of existing resources

• Targeted Commissioning

• Quality Assurance

WHICH FORMAT ?

Exemplification

Case Studies Learners’ work

Audio / Podcasts MindMaps

Video clips Text to put on websites Web links Interactive resources

PDF materials / Downloadable software PowerPoint

Learning a new language encourages children and young people to broaden their horizons as they explore the language and its associated culture.

Through my learning of a new language:

I gain a deeper understanding of my first language and appreciate the richness and interconnected nature of languages.

I enhance my understanding and enjoyment of other cultures and of my own and gain insights into other ways of thinking and other views of the world.

I develop skills that I can use and enjoy in work and leisure throughout my life.

Introductory statements for learning new languages

Clarifying the learning: Modern languages

• Elaboration/ reassurance of expected standards (links to SCQF Level 4 / CEFR)

• Exemplification to aid understanding of standards / expectations of performance

• Exemplification to aid understanding of progression within 2nd level

Contexts for learning: Modern languages

• Exemplification on planning relevant contexts• Exemplification on planning across outcomes /

levels• Exemplification on planning across curricular

areas

Pedagogy : Modern languages

• Exemplification on effective approaches to learning and teaching ( e.g. active / critical skills )

• Online development of presentations from Good Practice Conference

Properties and Uses of MaterialsLine of Development 15

Early to Second Level

Introduction This section shows examples of learning activities and pupils’ work to exemplify standards at early, first and second level in Science across Line of Development 15 on the properties and uses of materials. The tasks and examples of work are taken from classes at primaries one, three and five. The information could be used to:

• Support teachers in planning for learning and in assessment of pupils’ work

• By schools as a discussion tool when planning for experiences and outcomes

Primary One pupils in this school chose materials to make their own sandals.

Excerpt from

Concept development in the sciences

Primary One – Early Level

BackgroundThe primary one teacher in this podcast describes a task which was part of the class project on Clothes. The children had woodkin dolls and a selection of materials. They were questioned about suitable clothing for different weather and activities as they played.The children were asked to consider which materials to dress the dolls in for rain, going out to play in the cold etc. In active play tasks in Primary’s 1 and 2 the children regularly select materials suitable to their task and are able to describe these using simple language like, soft, hard and shiny.

Transcript of interview with Carolyn V2.docx

The children in primary one designed tie –die t-shirts with accessories and had a fashion show

for parents.

Primary One – Clothing Task

The children in the activity discussed what would be a suitable material for a warm, sunny day.

Most children working at early level will be able to:

•Use simple language to describe

the properties of materials, for

example, thickness, waterproofing•Select appropriate materials for a

simple task

Learning was extended with this child to include:

•Thinking about how more than one

function might be required of the material

•How more than one layer affected the

effectiveness of keeping the

warmth in

Audio of child’s conversation with the teacher Woodkin doll

child's answers V2.docx

•TIMESCALES

•QUALITY ASSURANCE PROCESS

•INNOVATION

CHALLENGES?

•How might Sharing the Standard exemplification be used within a learning environment? How might sharing the standard exemplification look in your curricular area?

•How might GLOW be used to support the exemplification process? You might wish to consider the potential of GLOW GROUPS / GLOW MEET / GLOW CHAT.

Questions for Reflection and Discussion