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In order to judge whether you are achieving your aims,
you will need a clear picture of what you set out to
achieve in the...
PRACTICAL ACTION: Putting measures in place
Using the outcomes from the discussions above,
trial one new method of collect...
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4. how will you know when you are achieving your aims co dev toolkit - activity bl.02

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4. how will you know when you are achieving your aims co dev toolkit - activity bl.02

  1. 1. In order to judge whether you are achieving your aims, you will need a clear picture of what you set out to achieve in the first place. One of the best ways to create this picture is to think about what you will see learners doing and hear them saying when you have achieved a particular outcome. HOW will you know when you are achieving your aims?A CTI VIT Y Setting goals and measuring success 2 PRACTICAL ACTION: Setting your goals Resource A gives an example of goal-setting by a school that wanted to encourage its learners to have enquiring minds and think for themselves. Using resource A as a model, work with colleagues to write a description of what you want to achieve in terms of each of your aims. You could use a copy of resource B to make notes. RE SOUR C E •RE S O U RC E• RE SOUR C E •RE S O U R C E• Once you’ve set your goals, how can you go about measuring success? To measure learners’ progress towards having enquiring minds and thinking for themselves (as on resource A), you might: • establish quality criteria for a good piece of research and evaluate changes in the standard of learners’ research work over a term • ask an independent observer to watch classes for short periods over several weeks to note behaviours and quality of questioning • write a description of what you see learners doing at the start and end of the research • make short notes after each session, commenting on the target group of learners • talk with the learners about how they feel about what and how they are learning. © Qualifications and Curriculum Authority
  2. 2. PRACTICAL ACTION: Putting measures in place Using the outcomes from the discussions above, trial one new method of collecting information in each class for an agreed length of time. At the end of the trial, arrange a workshop at which individuals provide feedback on the strengths and weaknesses of each method. Based on these findings, decide which methods are most appropriate for your school and refine them for further use. TALKING POINT: How are you going to measure your achievements? Taking each of your aims in turn and looking at the goals you have set in the activity on the other side of this card, talk through the following questions with colleagues. • What quantitative information can we collect to help us measure the progress we are making towards achieving this aim? • What qualitative information can we collect? • What methods could we use to collect this information? Being clear about what you’re trying to achieve through your curriculum development work and putting measures in place that will help you to see the impact of your hard work is really important. None of the schools involved in curriculum co-development are innovating without purpose. They are involved in ‘disciplined innovation’ that enables them to demonstrate the impact of the changes they’ve made. This approach makes your work invaluable not only to you and your school community as you move your curriculum forward, but to organisations like QCA as we work to inform policy that will impact on schools for years to come.

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