F graham.ahds sept 2011

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]