Parent Information Evening Kyle and Kyleakin 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