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Ensuring Progression: getting started

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Presentation on progression from the Learning and Teaching Scotlands 'Turning the new experiences and outcomes into action conference' …

Presentation on progression from the Learning and Teaching Scotlands 'Turning the new experiences and outcomes into action conference'

Aberdeen, April 2009

Published in: Education
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  • Emphasis is on getting started, and use this as determining your starting point as each will be at different stages.
  • Introduce that often progression and assessment are used interchangeably so for clarification there is a definition on the website(see next slide)
  • TOO SMALL TO BE SEEN BUT say that it can be accessed on the website by typing in progression.
    Key points
    Breadth and depth of learning at each level and across the levels.
    Learners progress at different rates
    The framework sets out BROAD EXPECTATIONS: Because the new framework gives an outline of progression this doesn’t mean a dropping of standards, so there is perhaps a question on how to achieve consistent application of standards. Also to ensure depth and not racing through the levels.
  • I ask myself this when I have downloaded the p&p and experiences and outcomes because I need to see where it is and I need to think about what it is so that I can plan. I also want to identify what I am doing already that sits well within the framework to know that I am not starting from scratch.
  • So when you are doing the tasks, it is worth thinking about the range of people who could use them in a variety of ways.
    Everyone is a curriculum planner so bear in mind that the aim of the tasks is serve the purpose of giving insight into possible ways of getting started. Individual tasks could be extended and amended according to your target group: so it may be as a department, a primary staff group, ASG’s, authority L&T networks/subject networks etc. So the time allocations will not be sufficient for you to work through in great detail...that is not within the scope of one hour.
  • Transcript

    • 1. Ensuring Progression Getting Started
    • 2. Purpose of the workshop:  to explore how progression is embedded within the curriculum framework  share practical suggestions on how to get started within a school/authority  begin to consider implications for planning and recognising progress
    • 3. Definition in website glossary: “ Progression means increasing the breadth and the depth of learning at each level as well as providing greater challenge for pupils as they move to the next levels. The experiences and outcomes offer opportunities to consolidate and extend learning in individual areas in order to meet the varied needs of children and young people, recognising that children and young people will progress at different rates. ...the curriculum framework sets out broad expectations for progression.....”
    • 4. How can I see progression within the framework? Principles of curriculum design (BtC 3) Principles and practice section Progression across the levels Progression within a level
    • 5.  Progression: Getting started      Curriculum  planners Secondary staff Early years & primary Generic Subject specific School  managers Authority managers Network leaders Development officers
    • 6.  Progression: Getting started      Curriculum  planners Secondary staff Early years & primary Generic Subject specific School  managers Authority managers Network leaders Development officers

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