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  • LTS – development key documents – training – model support and development – reflective questions - CPDHMIE – HGIOS3 – journey to excellence – whole school and practitioner evaluation tools – colleagiate responsibility of all focus on impact on learners - CPD – PRD – feeds into the National Performance frameworkSQA – developing new Nats to ensure learner journeyGTC - PRDThese are national frameworks – not prescriptive – local contexts – this is to ensure proper articulation between the evaluation components.
  • AiFL training programme – LTS – trained LA facilitators – LA – each schools- ASGsResearch on the implementation and impact on learners – ie teachers and learnersTransformational change – difficulties for the profession – to move from a tell and test model to a facilitate learning model
  • Curriculum for Excellence documents – frameworks and guidance
  • CfE – initial publication focus -The main focus on developing capabilities and attributes to ensure skills for 21st CenturyBroader learning outcomes – engagement with learning, critical thinking skills, social competencies, HWB
  • Capture the whole range of learning Discuss eachEvaluation and assessment of the whole child
  • Key to the learner centered approach is relevanceTaking account of local context – coherence- challenge and enjoyment International research had shown surface learning – Now breadth challenge and application
  • Transcript

    • 1. www.educationscotland.gov.uk AHDS Conference March 2014
    • 2. Transforming lives through learning
    • 3. Transforming lives through learning Tackling Bureaucracy Assessment judgements, particularly within broad general education but also in the senior phase of CfE, should be based on evidence drawn mainly from day-to- day teaching and learning. Tracking pupil progress and moderation is important; however, there is no need to produce large folios of evidence to support this. Assessment within CfE is based on the exercise of professional judgement.
    • 4. Transforming lives through learning
    • 5. Transforming lives through learning Collaborative Design Scottish Government  LTScotland – Education Scotland  HMIE – Education Scotland  SQA 32 Local Authorities Teacher professional organisations GTCS Researchers
    • 6. Transforming lives through learning System change focus Placing the learner at the centre Going beyond measurement in educational evaluation Building capacity for evaluation and assessment Balancing national consistency with meeting local needs
    • 7. Transforming lives through learning Assessment is for Learning Based on research - Paul Black and Dylan Wiliam Training developed by LTS for local authorities Local authorities – assessment coordinators
    • 8. Transforming lives through learning Curriculum Development National Debate (2002) National Priorities Curriculum for Excellence (initial report, 2004)
    • 9. Transforming lives through learning
    • 10. Transforming lives through learning Curriculum Assessment Learning and teaching A joined-up approach to learning, teaching and assessment
    • 11. Transforming lives through learning Whole Curriculum The ethos and life of the school as a community Curriculum areas and subjects Interdisciplinary learning Opportunities for personal achievement
    • 12. Transforming lives through learning Principles of Curriculum Design Relevance Challenge and enjoyment Breadth Progression Depth Personalisation and Choice Coherence
    • 13. Transforming lives through learning What research tell us… http://www.educationscotland.gov.uk/video/l/video_tcm4814207.asp?str ReferringChannel=&strReferringPageID=tcm:4-615801-64
    • 14. Transforming lives through learning Round table discussion From what you have heard is there anything that you may consider doing differently? ShareShareShare
    • 15. Transforming lives through learning @educationscotland.gov.uk www.educationscotland.gov.uk Transforming lives through learning