CfE Improving Learning - workshop 4 - Modern LanguagesPresentation Transcript
EXEMPLIFICATION: What does it mean?
To support teachers in their planning and to ensure that the Es and Os are translated into very good teaching, learning and achievement for ALL learners
To deepen teachers’ understanding of what young people are expected to learn
To identify innovative contexts for learning
To see effective learning and teaching in action
Planning for Exemplification
3 High Level Organisers :
Clarifying the learning
Contexts for learning
Exemplification categorised by priority
Planning for Exemplification
Sharing resources identified by HMIe / LAs / LTS / SCILT
Audit of existing resources
WHICH FORMAT ? Exemplification Case Studies Learners’ work Audio / Podcasts MindMaps Video clips Text to put on websites Web links Interactive resources PDF materials / Downloadable software PowerPoint
Learning a new language encourages children and young people to broaden their horizons as they explore the language and its associated culture. Through my learning of a new language: I gain a deeper understanding of my first language and appreciate the richness and interconnected nature of languages. I enhance my understanding and enjoyment of other cultures and of my own and gain insights into other ways of thinking and other views of the world. I develop skills that I can use and enjoy in work and leisure throughout my life. Introductory statements for learning new languages
Clarifying the learning: Modern languages
Elaboration/ reassurance of expected standards (links to SCQF Level 4 / CEFR )
Exemplification to aid understanding of standards / expectations of performance
Exemplification to aid understanding of progression within 2 nd level
Contexts for learning: Modern languages
Exemplification on planning relevant contexts
Exemplification on planning across outcomes / levels
Exemplification on planning across curricular areas
Pedagogy : Modern languages
Exemplification on effective approaches to learning and teaching ( e.g. active / critical skills )
Online development of presentations from Good Practice Conference
Properties and Uses of Materials Line of Development 15 Early to Second Level
This section shows examples of learning activities and pupils’ work to exemplify standards at early, first and second level in Science across Line of Development 15 on the properties and uses of materials. The tasks and examples of work are taken from classes at primaries one, three and five. The information could be used to:
Support teachers in planning for learning and in assessment of pupils’ work
By schools as a discussion tool when planning for experiences and outcomes
Primary One pupils in this school chose materials to make their own sandals.
Excerpt from Concept development in the sciences
Primary One – Early Level
The primary one teacher in this podcast describes a task which was part of the class project on Clothes. The children had woodkin dolls and a selection of materials. They were questioned about suitable clothing for different weather and activities as they played.
The children were asked to consider which materials to dress the dolls in for rain, going out to play in the cold etc.
In active play tasks in Primary’s 1 and 2 the children regularly select materials suitable to their task and are able to describe these using simple language like, soft, hard and shiny.
Transcript of interview with Carolyn V2.docx The children in primary one designed tie –die t-shirts with accessories and had a fashion show for parents.
Primary One – Clothing Task
The children in the activity discussed what would be a suitable material for a warm, sunny day.
Most children working at early level will be able to:
Use simple language to describe the properties of materials, for example, thickness, waterproofing
Select appropriate materials for a simple task
Learning was extended with this child to include:
Thinking about how more than one function might be required of the material
How more than one layer affected the effectiveness of keeping the warmth in
Audio of child’s conversation with the teacher Woodkin doll child's answers V2.docx
QUALITY ASSURANCE PROCESS
How might Sharing the Standard exemplification be used within a learning environment? How might sharing the standard exemplification look in your curricular area?
How might GLOW be used to support the exemplification process? You might wish to consider the potential of GLOW GROUPS / GLOW MEET / GLOW CHAT.