November 2014 Presentation based on staff training by Franca Reid, Head Teacher, Longforgan Primary School.

Parent Information EveningKyle and Kyleakin

November 2014

Presentation based on staff training byFranca Reid, Head Teacher, Longforgan Primary School

We are preparing youngpeople for jobs thatdon’t yet exist…

requiring technologiesthat haven’t yet beeninvented…

to solve problems ofwhich we are not yetaware.

‘Curriculum for Excellence’ is Scotland’s educational response to global change.

To implement Skills into Kyle and Kyleakin Primary Schools

To do this simply.

Aims

GOLDEN RULES…

Whole school involvement

Take time to embedReview regularly

Higher Order Thinking Skills

(HOTs)

Creating

Evaluating

Analysing

Applying

Understanding

Remembering

Higher Order Thinking SkillsFAQs:What are you doing/ learning?What skill(s) are you using?Why are you learning to use these skills?How will they help in the future?

How could you ensure this is happening in every aspect of school life?

Implementing SkillsRemember: how important learning isUnderstand: why they do things Apply: everywhere – they are so important Analyse: own/others’ learning improvementEvaluate: own/others’ learning improvementCreate: confidence to be even more creative

Using HOTs – The ImpactFor the children:Makes children more independent learnersSupports children’s thinking about learningMakes learning more relevantGives children more ownership of their

learningEnables learning to be more personalisedGives an agenda for child/ teacher learning

dialoguesImproves behaviourRaises attainment

Using HOTs – The ImpactFor the parents/ carers

Supports their understanding of learningBuilds confidence that the school knows what

its doingGives an agenda for parent/ child dialogueRaises attainment

Social Skills

Implementing Social SkillsLeadershipWorking with othersProblem SolvingEnterprise & EmployabilityOrganisation

Implementing Social SkillsRemember FAQs

What are you doing/ learning?What skill(s) are you using?Why are you learning to use these skills?

How will they help in the future?

Implementing SkillsPromoting use of skills:Learning Logs/DiariesQuestion PromptsDaily Plans: Learning Intentions/ Success

CriteriaAchievements and HomeworkHeart Charts – Looks Like, Sounds Like

and Feels Like.Co-operative Learning.

Implementing SkillsHOTs + Social Skills + Subject Specific

Skills

Successful learnersConfident individualsResponsible Citizens

Effective Contributors

SkillsWeek

Beginning Focus Skill

29th September

2014

Remembering

27th October

Understanding

10th November

Applying

24th November

Analysing

8th December

Evaluating

5th January Creating

  Recap - Skill

19th January

2015

Remembering

2nd February

Understanding

16th February

Applying

2nd March Analysing

16th March

Evaluating

30th March Creating

  Recap - Skill

20th April Remembering

27th April Understanding

11th May Applying

18th May Analysing

25th May Evaluating

1st June Creating

Bloom’s Revised Taxonomy

Learning Journals and LogsWhat is a Learning Conversation?A Learning Conversation is ……….

“a regular planned discussion that is used to identify and capture evidence of progress and achievements across settings and contexts”. (Education

Scotland)

Learning ConversationsWhy develop learning conversations?• creates independent learners• increases pupil self-esteem• develops pupils’ ability to recognise quality• improves pupils’ understanding• strengthens the pupil voice in the classroomBecause they are part of every pupil’s entitlement to

personal support and are one element of that support which contributes to raising attainment and achievement.

A key aspect of Universal Support.

Learning ConversationsWhy develop Learning Conversations“The process of personal learning planning

includes regular planned discussions that are used to identify and capture evidence of progress and achievements across settings and contexts, with a focus on the skills, knowledge and attributes underpinning the four capacities.”

Education Scotland

Learning ConversationsStaff should discuss with learners what they are

expected to learn. They should clarify and share learning intentions and success criteria and appropriate experiences for achieving these. Both staff and learners should foster a sense of achievement by sharing challenging and realistic expectations.

Sharing success criteria along with learning intentions allows learners to ‘see what success looks like’.

With practice, success criteria can often be devised by the learners themselves.

BTC 5

Learning ConversationsSome examples of reflective questions:

•Can you tell me what you found challenging?•Can you show me where you managed to achieve your

targets?•Can you show me how you ………?•Can you tell me what you found out?•Can you suggest a better/alternative way to ……………..•Can you think of a quicker /different strategy for this

task?•Could you make any changes to this piece of work to

make it better?

Where do we go from here?

Learning Logs/letters go home at the weekend – Keeps parents informed of their child’s learning and supports learning discussion at home. Opportunity for parents to encourage/praise/respond to their children.

Homework review.

Parents Homeworking with Children.Responses to survey were varied. Some

parents want more homework, others less.Some parents want their children to be

challenged more, others less.Some parents really enjoy discussing and

helping their children with homework/creative activities, others want worksheets where their child can sit down and do it on his/her own.

Varied family commitments – work/looking after elderly parents/clubs etc.

How do we meet everyone’s needs whilst helping your child to be the best he/she can be? Reduce amount of core weekly activities. One Reading Activity One Spelling Activity One Maths Activity Then One other subject area spread over a week or fortnight e.g.

General knowledge questions/filling out a graph/chart. And Finally – One Achievement based piece of homework per term (Hobbies

and Interests, Sports and Fitness, Citizenship (supporting community/family) and Adventure) which will last 4 to 6 weeks and will contribute towards your child’s Talking Assessment. (Golden time may support this)

E.g. Kyleakin are doing John Muir Award this term.

Sharing Progress with Parents.One written Report Card at the start of the

summer term.One 15 minute parent appointment meeting per

year (March).One Informal Open Evening and one Informal

Open Afternoon where parents can view pupils’ work/Learning Journeys…led by pupils. End of November and June

Parents who have children with Child’s Plans already attend 2 x 1 hour meetings per year – therefore only need to come along to the informal open sessions.

Thank youSkills link Education ScotlandSkills in practice