The document discusses exemplification, which is providing examples of student work to support teachers' understanding of learning standards and effective teaching practices. It provides examples of exemplification in modern languages and materials science. Exemplification materials could include case studies, student work, audio/video clips, and interactive online resources. Quality assurance and partnership with organizations will be important to develop high-quality exemplification. The document also prompts reflection on how exemplification might be implemented and supported through digital tools like GLOW.

1. EXEMPLIFICATION: What does it mean?

2. WHY? 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 Exemplification

3. Planning for Exemplification WHAT? 3 High Level Organisers : Clarifying the learning Contexts for learning Pedagogy Exemplification categorised by priority

4. Planning for Exemplification HOW? Partnership Working Sharing resources identified by HMIe / LAs / LTS / SCILT Audit of existing resources Targeted Commissioning Quality Assurance

5. 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

6. 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

7. 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

8. Contexts for learning: Modern languages Exemplification on planning relevant contexts Exemplification on planning across outcomes / levels Exemplification on planning across curricular areas

9. Pedagogy : Modern languages Exemplification on effective approaches to learning and teaching ( e.g. active / critical skills ) Online development of presentations from Good Practice Conference

11. Properties and Uses of Materials Line of Development 15 Early to Second Level

12. Introduction 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.

13. Excerpt from Concept development in the sciences

14. Primary One – Early Level Background 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.

15. 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

16. TIMESCALES QUALITY ASSURANCE PROCESS INNOVATION CHALLENGES?

17. 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. Questions for Reflection and Discussion