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Tb.session2.why.who.when.what

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  • Unfortunate title but this is being used for NAR, LAR and SQAGGood process – TACLAN (Taking a Closer Look at NAR) has built on this
  • Connections between different curricular areas should be explicit. Reflection sessions throughout and at the end of lessons can help learners and teachers discuss which areas of the curriculum were combined.
  • Practitioners will make holistic (‘best fit’) judgements about the achievement of a level in a curriculum area (e.g. Social studies) or a component of a curriculum area (e.g. Physical Education, Art and design), drawing on evidence from across the relevant significant aspects of learning. This approach draws on a range of evidence which provides more robust, valid, reliable and, therefore, more valuable assessment information than assessment based on evidence derived from single brief learning experiences or one-off pieces of work.
  • More detail than on this slide. Listening and talking for learning Reading for learning Writing for learning
  • More detail than on this slide. Listening and talking for learning Reading for learning Writing for learning
  • More detail than on this slide. Listening and talking for learning Reading for learning Writing for learning
  • Transcript

    • 1. Pam Nesbitt Past-President, AHDS March 2014Pam Nesbitt Past-President, AHDS 1
    • 2.  Empower teachers to improve outcomes  Professional dialogue is the key  Forward planning should assist the delivery of learning and teaching  Requires strong leadership  Supports improvement  Based on self evaluation NOT re-inventing the wheel  Adopt rather than adapt  Build confidence March 2014Pam Nesbitt Past-President, AHDS 2
    • 3.  Proportionate  Reduce paperwork  Fit for purpose  Not heavily reliant on IT  Clear expectations March 2014Pam Nesbitt Past-President, AHDS 3
    • 4.  Clear understanding of principles and processes of planning.  Selective and focused planning  Yearly overviews are an overview  Medium term plans - directly linked to assessed learning, focused and concise  Daily plans facilitate the teacher to deliver medium term plans March 2014Pam Nesbitt Past-President, AHDS 4
    • 5. Planning for CfEA simple and consistent approach March 2014Pam Nesbitt Past-President, AHDS 5
    • 6. Planning Learning March 2014Pam Nesbitt Past-President, AHDS 6
    • 7.  History - records of work, rigid planning, 5- 14, coverage, quality assurance  Principles of planning must be understood  Must lead to and facilitate effective learning & teaching  Links to HGIOS 3 – 2.1, 5.1, 5.3 and 5.9  Ensure progression - not just coverage  Inform learners of next steps March 2014Pam Nesbitt Past-President, AHDS 7
    • 8.  Takes account of and reflects the 7 principles of curriculum design  Manageable approaches and frameworks  Recognises the need to be proportionate  Supports transitions at all levels  Supports learners March 2014Pam Nesbitt Past-President, AHDS 8
    • 9. Planning and Assessment What are the assessment implications? Learning logs What resource(s) will I use? How do I know? What do I want pupils to learn? – Es & Os What will I assess and criteria for assessment? Which teaching styles will I use? Shared expectations? Learning intentions and success criteria? Appropriate planned learning activities? 7 principles of curriculum design How successful was the learning experience? March 2014Pam Nesbitt Past-President, AHDS 9
    • 10.  Diagram of the process of planning for learning, teaching and assessment  Demonstrates the process outlined in BtC5  Provides a model for planning and evaluating planned learning The NAR Flowchart March 2014Pam Nesbitt Past-President, AHDS 10
    • 11. Planning for Assessment and Moderation The Learner Assessment, Planning and Moderation Plan intended learning & assessment focus – decide & discuss what is to be learned and how it should be taught. Moderation – shared expectations and outcomes Teach it – delivery and gather assessment evidence Gather & analyse assessment evidence – find out what children have learned Share the evidence and professional dialogue – tell this to children, parents or colleagues as appropriate. Moderation and evaluation – think about your teaching in the light of this. March 2014Pam Nesbitt Past-President, AHDS 11
    • 12.  All staff need to be involved - teachers, stage/level partners, cross sectoral  Support staff  Leaders/SMT  Supporting learning staff  Pupils  Partners - other agencies & parents March 2014Pam Nesbitt Past-President, AHDS 12
    • 13.  Long term – yearly overview  Reflecting prior learning  Medium term – blocks of planned learning  Core/IDL/Discrete  Short term – daily planning  Detail to support the delivery of the planned learning  Transition points  Meeting learners’ needs  Set points - learning logs/profiles  Recording, tracking and reporting on progress March 2014Pam Nesbitt Past-President, AHDS 13
    • 14. The ethos and life of the school as a community Curriculum areas and subjects Interdisciplinary learning Opportunities for personal achievement Whole Curriculum March 2014Pam Nesbitt Past-President, AHDS 14
    • 15.  4 contexts for learning  Es & Os  IDL  Discrete learning  School life  Opportunities for personal achievement March 2014Pam Nesbitt Past-President, AHDS 15
    • 16.  Es & Os – reflective/responsive planning  Assessment – evidence (Say, Write, Make, Do)  Skills  Intended Learning– significant aspects of learning  Success Criteria  Learner engagement  Learning Experiences – activities, differentiation  Resources  Evidence – Assessment and Feedback – Breadth, Challenge and Application  Evaluation and Moderation  Balance of 4 contexts of learning March 2014Pam Nesbitt Past-President, AHDS 16
    • 17.  What do I want pupils to learn? – Es & Os  What will I assess and criteria for assessment?  What are the assessment implications?  Learning intentions and success criteria?  Shared expectations?  Appropriate planned learning activities? – 7 principles of curriculum design  What resource(s) will I use?  Which teaching styles will I used?  How successful was the learning experience?  How do I know? March 2014Pam Nesbitt Past-President, AHDS 17
    • 18.  Coherent and holistic delivery of Es & Os  Planned approach to learning  Learning across different subject disciplines to enhance learning  One focus/context – learning experiences linked to focused Es & Os from 2 or 3 areas  Learning based on the connections across disciplines  Applying and deepening learning from different disciplines within a real and relevant context March 2014Pam Nesbitt Past-President, AHDS 18
    • 19.  Clear Learning Intentions and Success Criteria  Clear and explicit disciplines being covered  Builds critical thinking skills  Identified skills for learning, life and work – meaningfully  Enables assessment of what has been learned  Ensures progression  Meets learners’ needs based on clearly identified next steps  Importance of reflection March 2014Pam Nesbitt Past-President, AHDS 19
    • 20. RME3-01a RME 3-01b RME Christianity Beliefs Literacy Across Learning Reading RME Development of Beliefs and Values March 2014Pam Nesbitt Past-President, AHDS 20
    • 21. Examining Es and Os March 2014Pam Nesbitt Past-President, AHDS 21
    • 22. ▶What are the key skills and content? ▶How well do your two/three/four E&Os fit as a cluster? ▶What will the learning intentions be? ▶What activities have you designed to develop skills and knowledge and understanding? ▶What are the significant aspects of learning? ▶What evidence have you generated? What does the assessment of this learning look like? ▶What does the success criteria look like? March 2014Pam Nesbitt Past-President, AHDS 22 Questions for Professional Discussion
    • 23. SKILL CONTENT PRACTICE March 2014Pam Nesbitt Past-President, AHDS 23 Planning the learning
    • 24. SKILL CONTENT Measurement I can use my knowledge of the sizes of familiar objects or places to assist me when making an estimate of measure. MNU 2-11a • Estimate • Sizes of familiar objects or places. Examining Es and Os
    • 25. SKILL CONTENT Fractions I have investigated the everyday contexts in which simple fractions, percentages or decimal fractions are used and can carry out the necessary calculations to solve related problems. MNU 2-07a • Investigate • Solving problems • Simple fractions • Percentages • Decimals • Calculations Examining Es and Os
    • 26. SKILL CONTENT Time I can tell the time using 12 hour clocks, realising there is a link with 24 hour notation, explain how it impacts on my daily routine and ensure that I am organised and ready for events throughout my day. MNU 1-10a • Make links • Explain • Organisation • 12 hour clock • 24 hour clock Examining Es and Os
    • 27. SKILL CONTENT Impact on world I have worked with others to explore, and present our findings on, how mathematics impacts on the world and the important part it has played in advances and inventions. MTH 2-12a • Working with others • Exploring information • Present findings • Impact of maths • Importance of maths • Maths advances • Maths inventions Examining Es and Os
    • 28. SKILL CONTENT 2D Shapes and 3D Objects I have explored simple 3D objects and 2D shapes and can identify, name and describe their features using appropriate vocabulary. MTH 1-16a • Explore • Identify • Use appropriate vocabulary • Simple 3D Objects • 2D shapes • Identify their features • Name their features • Describe their features Examining Es and Os
    • 29.  Learning experiences planned with the experiences and outcomes and design principles in mind will be rich and fulfilling.  As you plan a variety of experiences you will consider what activities will engage the learners and allow them to develop. Planning Learning Experiences March 2014Pam Nesbitt Past-President, AHDS 29
    • 30.  Learners can develop higher-order thinking skills.  Activities meet the varying learning needs of learners.  Principles of curriculum design are used to inform teacher’s decisions about organising learning and their evaluations. Learning Experiences March 2014Pam Nesbitt Past-President, AHDS 30
    • 31. Self Evaluation of Planning Where are we now? March 2014Pam Nesbitt Past-President, AHDS 31
    • 32.  How well does planning support progression by providing challenge and application of learning (moving away from focus on just covering Es and Os)?  How well do we ensure planning is as streamlined and effective as possible and not overly bureaucratic or time-consuming? March 2014Pam Nesbitt Past-President, AHDS 32
    • 33.  How well do our school’s approaches to planning, developing and assessing literacy, numeracy and HWB across the curriculum provide a coherent experience and ensure smooth progression for all?  How well does the range, variety and depth of IDL support coherence and progression in learning linked to the Es and Os? March 2014Pam Nesbitt Past-President, AHDS 33
    • 34.  How well are children and young people involved in planning and identifying opportunities for personal achievement?  How well does IDL contribute to providing breadth and depth in learning? In what ways does our school’s ethos and approaches to IDL contribute to raising attainment and achievement of all young people? March 2014Pam Nesbitt Past-President, AHDS 34
    • 35.  Jigsaw bundles  Components and questions for planning  Use of TACLAN to support parts of the process  Planning formats/frameworks  Adapt not adopt! March 2014Pam Nesbitt Past-President, AHDS 35
    • 36. Numeracy Social Studies HWB Social Studies Social Studies Numeracy Social StudiesHWB Bundling Es and Os March 2014Pam Nesbitt Past-President, AHDS 36
    • 37.  It is essential that staff use evidence of learning from a broad range of contexts to check how a learner is progressing.  Evidence will come from day-to-day learning as well as from specific assessment tasks.  The National Assessment Resource can help practitioners when deciding on what learners would need to say, write, do or make to demonstrate success. Types of Evidence March 2014Pam Nesbitt Past-President, AHDS 37
    • 38. How do we assess? ▶ By using a variety of approaches and a range of evidence to demonstrate individuals learning. ▶ By planning assessment activities which are fit for purpose, reliable and proportionate. ▶ By working together to gather as much information as possible about learner’s achievements, strengths and next steps. ▶ By involving the learner. Say Write Make Do Assessment – the Big Picture March 2014Pam Nesbitt Past-President, AHDS 38
    • 39.  Observations of learners – discussions, presentations, tasks, investigations  Self- and peer-assessment  High quality questioning and dialogue  Written responses  A product – report  Accounts by others of what learners have done Types of Evidence March 2014Pam Nesbitt Past-President, AHDS 39
    • 40. ▶ To support the learning and the learner and help plan the next steps to ensure progress. ▶ To provide assurances to parents, the children and others that progress is taking place. ▶ To provide a summary of what learners have achieved. ▶ To support transition at all levels 23 Purpose of Assessment March 2014Pam Nesbitt Past-President, AHDS 40
    • 41. What do we assess? Why do we assess? When do we assess? Knowledge and understanding Skills Attributes and capabilities To support the learning process To promote learner engagement To determine the nature of the support required Routinely, as part of the learning and teaching process From time to time At transitions Assessment – The Big Picture March 2014Pam Nesbitt Past-President, AHDS 41
    • 42. For learners to demonstrate that they are progressing through levels, they will need opportunities to show that they:  Have achieved a breadth of learning across the experiences and outcomes for an aspect of the curriculum  Can respond to the level of challenge set out in the experiences and outcomes and are moving forward to more challenging learning in some aspects  Can apply what they have learned in new and unfamiliar situations Progression through levels March 2014Pam Nesbitt Past-President, AHDS 42
    • 43. Examples of where an increase in breadth can show that a learner is progressing include: … a broadening amount of detail in the descriptions and explanations they give. … a broadening use of more advanced language, formulae and equations … a broadening range of texts, performances or presentations … an improving range and competence in skills and concepts … a growing confidence and competence in skills for learning, life and work in familiar and routine contexts Breadth
    • 44. Examples of where an increase in challenge can show that a learner is progressing include: … individuals becoming more adept at evaluating their own and other’s learning … responding accurately and confidently to more complex contexts … responding to and producing increasingly complex pieces of work, information and concepts … learning in more complex contexts Challenge … demonstrating increasing responsibility and independence in learning … using and/or presenting increasingly complex texts in terms of length, structure, vocabulary, ideas, and/or concepts
    • 45. Examples of progress in application of learning include: … recording and presenting thinking in different ways … creating texts to persuade, argue and explore ideas … finding, selecting, sorting and linking information from a variety of sources … presenting, analysing and interpreting evidence to draw conclusions Application … using skills and knowledge in different situations … using skills and knowledge in creative and innovative ways … using information for different purposes
    • 46.  Importance of professional dialogue  Forward Plan Discussions  Class visits  Stage planning  Moderation of standards and shared expectations  Learning logs & journeys  Increased expectations  CLPL!! March 2014Pam Nesbitt Past-President, AHDS 49
    • 47.  Professional Learning resources  Significant aspects of learning frameworks  TACLAN  Principles and Practice Papers  NAR March 2014Pam Nesbitt Past-President, AHDS 50
    • 48.  ICT  Data Drive!  Over analysis  Accountability  The profession! March 2014Pam Nesbitt Past-President, AHDS 51