The document summarizes a presentation about Scotland's new Curriculum for Excellence. It discusses why the curriculum is important given economic and societal changes. It outlines how the experiences and outcomes were developed through extensive engagement. It provides an example of experiences and outcomes and explains how they fit within the broader curriculum framework from ages 3 to 18. It also discusses early ideas from schools on implementing the new curriculum and themes emerging from the process of change.
Working towards the EIF 2019: Ofsted’s approach - schoolsOfsted
The document outlines Ofsted's plans to develop a new education inspection framework. Some key points:
1) The framework will have a stronger focus on the quality of education rather than data. It will evaluate curriculum design, teaching quality, and long-term learning.
2) There will be four main judgement areas - quality of education, personal development, leadership/management, and behavior/attitudes.
3) Safeguarding will remain a high priority and be assessed consistently across all types of education providers.
4) The framework is intended to reduce unnecessary workload for teachers and encourage schools to prioritize learning outcomes over performance data. It will be tested and consulted on before launching in September 2019.
Working towards the EIF 2019: Ofsted’s approach – early yearsOfsted
The document discusses Ofsted's plans to develop a new Education Inspection Framework for 2019. Key points include:
- The new framework will focus on educational effectiveness and quality of education, with the curriculum at its heart. It will remove unnecessary measures and prioritize weaker providers.
- There will be four main judgement areas: quality of education, personal development, leadership and management, and behaviour and attitudes.
- The framework development process will include testing, piloting, and consultation to shape the new criteria and approach. The final framework will be published in summer 2019.
The document summarizes the findings and outcomes of Ofsted's consultation on its new education inspection framework. Key points include:
- Over 15,000 responses were received, the largest consultation in Ofsted's history
- Respondents largely agreed with introducing a new "quality of education" judgment area focusing on curriculum over performance data
- Separating personal development and behavior/attitudes judgments was also supported
- The framework will be applied to all early years providers except those only providing before/after school care
- Feedback informed finalizing the new inspection handbooks and framework documents.
The document summarizes a presentation about Scotland's new Curriculum for Excellence. It discusses why the curriculum is important given economic and societal changes. It outlines how the experiences and outcomes were developed through extensive engagement. It provides an example of experiences and outcomes and explains how they fit within the broader curriculum framework from ages 3 to 18. It also discusses early ideas from schools on implementing the new curriculum and themes emerging from the process of change.
Working towards the EIF 2019: Ofsted’s approach - schoolsOfsted
The document outlines Ofsted's plans to develop a new education inspection framework. Some key points:
1) The framework will have a stronger focus on the quality of education rather than data. It will evaluate curriculum design, teaching quality, and long-term learning.
2) There will be four main judgement areas - quality of education, personal development, leadership/management, and behavior/attitudes.
3) Safeguarding will remain a high priority and be assessed consistently across all types of education providers.
4) The framework is intended to reduce unnecessary workload for teachers and encourage schools to prioritize learning outcomes over performance data. It will be tested and consulted on before launching in September 2019.
Working towards the EIF 2019: Ofsted’s approach – early yearsOfsted
The document discusses Ofsted's plans to develop a new Education Inspection Framework for 2019. Key points include:
- The new framework will focus on educational effectiveness and quality of education, with the curriculum at its heart. It will remove unnecessary measures and prioritize weaker providers.
- There will be four main judgement areas: quality of education, personal development, leadership and management, and behaviour and attitudes.
- The framework development process will include testing, piloting, and consultation to shape the new criteria and approach. The final framework will be published in summer 2019.
The document summarizes the findings and outcomes of Ofsted's consultation on its new education inspection framework. Key points include:
- Over 15,000 responses were received, the largest consultation in Ofsted's history
- Respondents largely agreed with introducing a new "quality of education" judgment area focusing on curriculum over performance data
- Separating personal development and behavior/attitudes judgments was also supported
- The framework will be applied to all early years providers except those only providing before/after school care
- Feedback informed finalizing the new inspection handbooks and framework documents.
Paul Brooker HMI, Regional Director, East of England, on how Ofsted and its framework can help to re-imagine learning so that curriculum and outcomes give all pupils opportunities to succeed
Improving educational outcomes through the education inspection framework (EIF)Ofsted
Dan Owen's presentation on how the new education inspection framework will help to improve educational outcomes for children and young people attending pupil referral units and alternative provision settings.
Working towards the EIF 2019: Ofsted’s approach – further education and skillsOfsted
This document discusses Ofsted's plans to develop a new Education Inspection Framework in 2019. Key points include:
- The new framework will have a stronger focus on evaluating the quality of education rather than just outcomes data.
- Inspections will have four judgement areas: quality of education, personal development, leadership and management, and behaviour and attitudes.
- The curriculum will be at the heart of the framework, with evaluations of curriculum intent, implementation, and impact.
- Inspections will aim to reduce unnecessary workload for teachers and focus more on the student experience.
- Safeguarding will remain a key part of inspections.
- The framework is being developed based on research and evidence of effective education
Education inspection framework for governors July 2019Ofsted
Slides accompanying the webinar held in July 2019. Emma Knights, Chief Executive, National Governance Association and Matthew Purves, Deputy Director, Schools, Ofsted, discussed the new education inspection framework and what it means for governors. See the webinar here: https://www.youtube.com/watch?v=UvqA1SFiqOo&feature=youtu.be
Reseach Ed National Conference September 2021Ofsted
Ofsted has published research reviews to inform inspections of subject education under the new Education Inspection Framework (EIF). The reviews summarize research on what constitutes a high-quality education in different subjects. Teams of subject leads, researchers, and editors compiled the reviews using research from sources like EEF, DfE, and international studies. The reviews cover topics like curriculum design, pedagogy, assessment, and progression in subjects. They provide an evidence base to develop conceptions of subject quality that will be used in subject-specific inspection reports. The reviews were published from April to July 2021.
EIF 2019: inspecting the substance of education - FESOfsted
EIF 2019 consultation presentation slides on the ‘Education inspection framework 2019: inspecting the substance of education - further education and skills’
The document discusses preparations for an upcoming school inspection at St Wilfrid's Catholic High School. It notes some potential issues, including recent dips in exam results, inconsistencies in leadership, and several staffing changes. It emphasizes that teaching and learning will be essential areas of focus during the inspection. The revised inspection framework prioritizes pupil achievement, learning and teaching, equality of opportunity, and safeguarding. Inspectors will closely examine lessons and student outcomes to evaluate how effectively the school meets the needs of all learners.
Quality of education and training workshop: FESOfsted
Curriculum workshops took place in autumn 2018. Videos on aspects of Ofsted’s curriculum research were produced http://ow.ly/frvY30n1Qfm. These presentation slides accompany the videos and discuss quality of education and the curriculum in further education and skills.
Most able students: key findings and recommendations Ofsted
A presentation to complement the Ofsted report: 'The most able students: an update on progress since June 2013' https://www.gov.uk/government/publications/the-most-able-students-an-update-on-progress-since-june-2013
AELP national conference June 2021 - good apprenticeshipsOfsted
The document discusses the key characteristics of high-quality apprenticeship programs according to education inspectors. It identifies several essential features, including developing curricula that are ambitious, employer-focused, and link on-the-job and classroom learning. Successful providers implement feedback to continually improve apprentices' skills, carefully evaluate their own performance, and work flexibly with employers. Inspectors will focus on whether providers are meeting apprentices' needs and supporting their progress.
An over view give to members of UNESCO of the Scottish education curriculum and how enterprise makes a significant contribution to underpinning the new Curriculum for Excellence
This document provides an overview and summary of Graeme Logan's presentation at the Leading Edge 2016 Conference on transforming lives through learning. The key points are:
1) Logan discusses progress made so far in Scotland's Attainment Challenge to close attainment gaps, and emerging practices that are proving effective.
2) He emphasizes the priorities of excellence and equity, raising attainment for all students while providing selective intervention to close gaps. Generic improvement plans alone will not close gaps.
3) Looking ahead, Logan advises schools to be ambitious and believe in their ability to make a difference through working together to close attainment gaps.
Delivered by George Smuga of Scottish Government at the Annual Conference of the Chartered Institute of Library and Information Professionals in Scotland (CILIPS), which took place 1-3 June 2009.
'Professionalism in Teaching' (National Education Conference, 28 May 2009)GTC Scotland
This workshop explored a range of approaches to improving professionalism at all levels in education, drawing on recent inspection information. Specific reference was made to the general strengths in Scottish education and how the need for further and faster improvement has grown in response to the changing context within which education operates in an increasingly competitive world.
Paul Brooker HMI, Regional Director, East of England, on how Ofsted and its framework can help to re-imagine learning so that curriculum and outcomes give all pupils opportunities to succeed
Improving educational outcomes through the education inspection framework (EIF)Ofsted
Dan Owen's presentation on how the new education inspection framework will help to improve educational outcomes for children and young people attending pupil referral units and alternative provision settings.
Working towards the EIF 2019: Ofsted’s approach – further education and skillsOfsted
This document discusses Ofsted's plans to develop a new Education Inspection Framework in 2019. Key points include:
- The new framework will have a stronger focus on evaluating the quality of education rather than just outcomes data.
- Inspections will have four judgement areas: quality of education, personal development, leadership and management, and behaviour and attitudes.
- The curriculum will be at the heart of the framework, with evaluations of curriculum intent, implementation, and impact.
- Inspections will aim to reduce unnecessary workload for teachers and focus more on the student experience.
- Safeguarding will remain a key part of inspections.
- The framework is being developed based on research and evidence of effective education
Education inspection framework for governors July 2019Ofsted
Slides accompanying the webinar held in July 2019. Emma Knights, Chief Executive, National Governance Association and Matthew Purves, Deputy Director, Schools, Ofsted, discussed the new education inspection framework and what it means for governors. See the webinar here: https://www.youtube.com/watch?v=UvqA1SFiqOo&feature=youtu.be
Reseach Ed National Conference September 2021Ofsted
Ofsted has published research reviews to inform inspections of subject education under the new Education Inspection Framework (EIF). The reviews summarize research on what constitutes a high-quality education in different subjects. Teams of subject leads, researchers, and editors compiled the reviews using research from sources like EEF, DfE, and international studies. The reviews cover topics like curriculum design, pedagogy, assessment, and progression in subjects. They provide an evidence base to develop conceptions of subject quality that will be used in subject-specific inspection reports. The reviews were published from April to July 2021.
EIF 2019: inspecting the substance of education - FESOfsted
EIF 2019 consultation presentation slides on the ‘Education inspection framework 2019: inspecting the substance of education - further education and skills’
The document discusses preparations for an upcoming school inspection at St Wilfrid's Catholic High School. It notes some potential issues, including recent dips in exam results, inconsistencies in leadership, and several staffing changes. It emphasizes that teaching and learning will be essential areas of focus during the inspection. The revised inspection framework prioritizes pupil achievement, learning and teaching, equality of opportunity, and safeguarding. Inspectors will closely examine lessons and student outcomes to evaluate how effectively the school meets the needs of all learners.
Quality of education and training workshop: FESOfsted
Curriculum workshops took place in autumn 2018. Videos on aspects of Ofsted’s curriculum research were produced http://ow.ly/frvY30n1Qfm. These presentation slides accompany the videos and discuss quality of education and the curriculum in further education and skills.
Most able students: key findings and recommendations Ofsted
A presentation to complement the Ofsted report: 'The most able students: an update on progress since June 2013' https://www.gov.uk/government/publications/the-most-able-students-an-update-on-progress-since-june-2013
AELP national conference June 2021 - good apprenticeshipsOfsted
The document discusses the key characteristics of high-quality apprenticeship programs according to education inspectors. It identifies several essential features, including developing curricula that are ambitious, employer-focused, and link on-the-job and classroom learning. Successful providers implement feedback to continually improve apprentices' skills, carefully evaluate their own performance, and work flexibly with employers. Inspectors will focus on whether providers are meeting apprentices' needs and supporting their progress.
An over view give to members of UNESCO of the Scottish education curriculum and how enterprise makes a significant contribution to underpinning the new Curriculum for Excellence
This document provides an overview and summary of Graeme Logan's presentation at the Leading Edge 2016 Conference on transforming lives through learning. The key points are:
1) Logan discusses progress made so far in Scotland's Attainment Challenge to close attainment gaps, and emerging practices that are proving effective.
2) He emphasizes the priorities of excellence and equity, raising attainment for all students while providing selective intervention to close gaps. Generic improvement plans alone will not close gaps.
3) Looking ahead, Logan advises schools to be ambitious and believe in their ability to make a difference through working together to close attainment gaps.
Delivered by George Smuga of Scottish Government at the Annual Conference of the Chartered Institute of Library and Information Professionals in Scotland (CILIPS), which took place 1-3 June 2009.
'Professionalism in Teaching' (National Education Conference, 28 May 2009)GTC Scotland
This workshop explored a range of approaches to improving professionalism at all levels in education, drawing on recent inspection information. Specific reference was made to the general strengths in Scottish education and how the need for further and faster improvement has grown in response to the changing context within which education operates in an increasingly competitive world.
The document summarizes a self-evaluation of the curriculum at CCHS. It discusses the strengths and areas for improvement in four themes: 1) the rationale and design of the curriculum, 2) the development of the curriculum, 3) programs and courses, and 4) transitions between stages of education. Some key strengths identified include staff engagement in curriculum development and collaboration. Areas for development include further developing interdisciplinary learning, ensuring curriculum supports positive career outcomes, and improving tracking of student progress and skills development. The document outlines action points for school leadership and all staff to address areas for improvement.
The document discusses career education and a new Career Education Standard for Scotland. It aims to raise awareness of career education and its importance for transforming lives through learning and creating inclusive environments. The standard will help develop career management skills, knowledge of the world of work, and understanding of how to secure and sustain employment. Partners like schools, Skills Development Scotland, parents, and employers all have important roles to play in supporting career education under the new standard.
The document discusses skills development for children and young people in Scotland. It outlines the key skills to be developed across learning, including literacy, numeracy, thinking skills, health and wellbeing, personal learning planning, career management, working with others, leadership, physical coordination, and enterprise and employability. It emphasizes developing these skills through inclusive and practical learning experiences. Partnerships are also highlighted as important for helping practitioners make positive differences for learners.
Employer engagment is an essential area for schools to develop in order that teaching for pupils can have a real conext for learning.This presentation gives the advantages for pupil, school and employer when they engage in thie partnership.
This document summarizes the Testing the Framework (TTF) program conducted by Learning and Teaching Scotland to support curriculum planning under Curriculum for Excellence. It provides an overview of the TTF events and workshops that took place between October 2008 and March 2009. These workshops helped curriculum planners understand the framework and produce curriculum maps and models. The document also lists features that planners should consider, such as transitions between stages, literacy/numeracy, and personal support structures. Outcomes so far suggest the process was beneficial and identified big questions around concepts like broad general education.
The document provides an introduction and overview of Scotland and the Scottish Borders, as well as background information on the Curriculum for Excellence initiative and Determined to Succeed strategy. It discusses the unique culture and challenges in Scotland, and how the curriculum aims to develop skills for students' work, life, and the economy. Key aspects of the curriculum framework like the four capacities, experiences and outcomes, and partnership approach are summarized.
The document discusses developing a modern, world-class curriculum. It explores using a competency curriculum in key stage 3, an academic/applied curriculum in key stage 4, extended learning sessions from ages 11-16, and innovative curriculum enhancement opportunities using the school's specialism. The objective is to inspire and challenge learners and prepare them for the future. It discusses driving curriculum development with five key questions, developing compelling learning experiences, principles for 14-19 pathways and accreditation, enhancing the curriculum through extra-curricular activities, and priorities for developing the new curriculum.
This document provides guidance for schools to evaluate their quality and progress using a set of quality indicators. It introduces the revised third edition of "How Good is Our School?" which replaces previous versions and forms part of a series called "The Journey to Excellence." The quality indicators focus on improving educational experiences and outcomes for students in line with the curriculum framework and vision for Scottish children. Schools are encouraged to use self-evaluation to critically reflect on their performance, identify priorities, and drive continuous improvement toward excellence.
The document discusses curriculum evaluation and assessment. It provides a framework for evaluating different aspects of the curriculum, including engagement, progression, coherence, and opportunities for learning. It also discusses evaluating outcomes related to the five Every Child Matters goals: being healthy, staying safe, enjoying and achieving, making a positive contribution, and economic well-being. Key areas of assessment discussed include attainment, behavior, attendance, basic skills, career choices, and healthy lifestyles.
Developing Scotland's Young Workforce - A Primary and Early Years FocusAHDScotland
This document discusses developing skills for work through the primary curriculum. It outlines an event on developing skills for work with a primary and early years focus. The event seeks to explain the implications of the Developing Scotland's Young Workforce report for primary and nursery schools. It will help school leaders think about next steps in focusing on skills for work and employability through the curriculum. The document provides information on the vision and recommendations of the report and how they can be implemented through Curriculum for Excellence.
Tb.session3.assessing progress and achievementAHDScotland
This document provides an overview of the Professional Learning Resource developed by Education Scotland to support assessing progress and achievement within the broad general education. It outlines the suite of resources which includes overarching papers, curriculum area papers, progression frameworks, and annotated exemplars. The resources are intended to support teachers in planning for assessment, understanding significant aspects of learning, monitoring progress, and making holistic judgements about achieving curriculum levels. The focus is on evidence-based, manageable approaches to assessment within the Curriculum for Excellence.
Educational excellence framework book rev. 1.5Malek Ghazo
An initial Educational Excellence Framework Book Where a newly proposed model is structured to align the PRME principles, UN 2015-2013 goals/targets and Organizational Excellence Criteria (EFQM). This Model focuses on both academic institutions and students to provide them a points based management educational system where students will need to accomplish a certain number of points in order to graduate either from high school, undergraduate and postgraduate studies (you will find initial distribution of points and main areas focused on for students).
Moreover, Academic Institution will also be continuously assessed based on the EFQM excellence criteria combined with the PRME principles in order to ensure their overall culture, structure and so on, do continuously improve and develop within excellence and responsible management education.
Martin Bryant is a teacher of physical education for ages 9-19. He has experience developing physical education curriculums and implementing British sports. He has organized many successful school competitions, trips, and internal school competitions. Bryant is also experienced in establishing physical education budgets, clothing, and websites.
Professional Pathways: The Cpd ContinuumGTC Scotland
The document discusses professional development pathways for teachers, including:
1) Training should help teachers reflect on their own practice, develop other staff, and work in teams to respond to uncertainty and act as agents of change.
2) High-performing school systems have teachers regularly observe each other to share knowledge and encourage improvement.
3) Quality teaching is the most important school-based factor for student achievement, and teacher training can increase test scores more than other reforms.
1. Kingston upon Thames developed an integrated children's services model to improve outcomes for children and families, beginning in 2004 with staff seminars to establish a collaborative culture.
2. An evaluation in 2006 found their children's services to be "outstanding." Their current focus is on further developing partnerships while addressing budget reductions.
3. Moving forward, they aim to improve communication across levels, manage conflict effectively, and create an intentional positive culture focused on children's well-being.
- The document traces the evolution of Scotland's curriculum from 1987 to the present, starting with the 5-14 curriculum introduced in 1991 and moving to Curriculum for Excellence (CfE) introduced in 2004.
- The 5-14 curriculum aimed to provide clearer definition, assessment, communication and reporting but was criticized for being too wide and prescriptive.
- CfE was introduced to make the curriculum more flexible, improve transitions, and increase relevance for the 21st century. It focuses on developing successful learners, effective contributors, and responsible citizens.
- CfE is based on principles like challenge and enjoyment, personalization and choice, and coherence across the curriculum.
The document summarizes a seminar on pupil engagement and gains. It discusses how pupil gains were conceptualized more broadly than just cognitive measures to include social and subject-based gains. Presentations explored the relationship between teacher learning and pupil gains, insights from educational initiatives in Alberta, and structural barriers to increasing pupil gains. Key themes that emerged were the importance of relationships, shifting to a new culture where teachers feel empowered, and exploring broader forms of evidence beyond standardized tests. In conclusion, conceptualizing pupil gains fully requires a holistic, systemic approach that considers multiple interrelated factors within and beyond the classroom.
Similar to Gill Robinson Key Note - CfE New Experiences and Outcomes (20)
This document discusses citizenship education and outlines various initiatives and programs at a school to promote citizenship. It describes the school's efforts to integrate citizenship across subjects and through cross-curricular projects, community service opportunities, an active student council, and programs focused on environmental sustainability and global issues. The school aims to empower students and recognize their contributions through continual development of citizenship education over the short and long-term.
This document discusses citizenship education and outlines various initiatives and programs at a school to promote citizenship. It describes the school's efforts to integrate citizenship across subjects and encourage participation in activities like the eco-school program, youth parliament, volunteering opportunities, and cross-curricular projects to develop students' skills, knowledge, and values around citizenship. The school aims to continuously improve and expand its citizenship education through curriculum audits, sharing best practices, and increasing collaborative projects.
The document summarizes the writing moderation process used by schools in Argyll, Scotland. Schools submit writing portfolios which are reviewed by a moderation team over two days to ensure consistency in writing standards and tasks. Feedback is provided to each participating school and a final report shares strengths and areas for improvement with all schools. The process has led to more consistent marking and improved writing attainment. Next steps include encouraging schools to conduct their own moderations to further share the writing standard.
The document outlines a framework for assessment presented in Building the Curriculum 5. It divides participants into groups to read sections of the framework and discuss in steps. Step 1 has individuals read their section and consider how it differs from the current framework. Step 2 has groups share summaries and responses. Step 3 has groups list up to 5 suggestions for differences from the current framework. Step 4 has groups record challenges and opportunities to implementing the assessment framework in their context.
The document discusses using animation in education to develop technological skills and support interdisciplinary learning. It recommends including animations from first through fourth levels, progressing from stop frame to 3D. Case studies show how schools used animation projects to reinforce learning in other subjects. Links provide resources for teachers to learn about pupil and staff experiences with animation.
The document discusses bridging the gap between educational research and practice in early childhood education. It notes that simply communicating research may not be enough to drive behavioral changes. The document outlines strategies for effective dissemination of research findings, including contextualizing research, identifying users, and providing mechanisms for sharing. It also discusses barriers to professional development that incorporates research, such as time constraints and lack of funding, and how online platforms like Glow can help facilitate bringing research into practice.
Young people aged 12-24 have changing relationships with technology as devices have become more integrated into their lives. They text and instant message friends even when physically together. While new technologies provide opportunities for engagement, barriers like a lack of access can exist. As learning landscapes evolve, different assessment methods may be needed, and good pedagogy focusing on interest and engagement remains important to support literacy and numeracy development for all children.
The document discusses emerging best practices for building curriculum in primary and secondary schools. It recommends that primary schools develop shorter planning cycles to be more responsive to student needs, consider design changes gradually, and find creative ways to develop curriculum. For secondary schools, it suggests using self-evaluation tools to design curriculum based on student needs, involving all stakeholders, planning curriculum across grades 5-3, maintaining high standards for all, and ensuring students are engaged with their learning. Schools should anticipate needing to modify plans as curriculum develops.
Development and progression in literacy and numeracy is complex and non-linear. In literacy, progression is not even or linear, but rather integrated across contexts and involves metacognition. Progression in mathematics is cumulative but not totally linear, combining both conceptual knowledge and skills development from specific to general concepts, and is enhanced through active participation and imagination.
The document outlines the Curriculum for Excellence personal support entitlement which includes reviewing learning progress, gaining access to activities that meet individual needs, planning for achievement opportunities, and preparing for and supporting changes and choices. It also mentions pre-school centers and schools working with partners to provide this entitlement. The questions ask about links to one's work, current strengths and challenges of personal support provision, and how Learning and Teaching Scotland can contribute to awareness of roles in providing universal and targeted support.
Every child is entitled to personal support through Curriculum for Excellence to gain opportunities. Personal support includes reviewing learning, planning next steps, accessing activities to meet needs, and planning for changes with support from pre-schools, schools, and partners. Current developments include a personal support policy group, network, pilot framework, and conference to share practice.
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.
The document discusses 3 things to focus on when giving a presentation: preparation, delivery, and design. It also lists 3 golden rules: restraint, simplicity, and naturalness. The document contains 5 image credits but no other text.
Moving into the new curriculum
Following a brief overview of the online support available for reflection and engagement, this workshop will consider specific aspects of the experiences and outcomes and principles and practice sections. It will then give delegates the opportunity to discuss how they might lead and support staff in engaging with the new curriculum
The document discusses ensuring progression within curriculum frameworks by exploring how progression is embedded, sharing suggestions on getting started, and considering implications for planning and recognizing progress. It defines progression as increasing breadth and depth of learning at each level and providing greater challenge as students move to the next level. The document asks how to see progression within the framework and discusses progression within, across, and between experiences and outcomes, as well as other forms of progression like action, knowledge, skills, context, and capacities. It also asks about evaluating progress from practitioner and learner perspectives and planning for progression.
Presentation on progression from the Learning and Teaching Scotlands 'Turning the new experiences and outcomes into action conference'
Aberdeen, April 2009
Peter Eavers (Area Advisor) Learning and Teaching Scotland.
Presentation on 'moving into the new curriculum'. At the Aberdeen turning the new experiences and outcomes into practice conference.
April 2009
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
2. The new experiences and outcomes: outline of presentation Why is CfE even more important now? How can we turn all this into reality? Where do they fit within the curriculum as a whole? Experiences and outcomes: when, how, what?
3.
4. Economy and society: an uncertain future To enable each child and young person to flourish Developments in our education system and findings about its performance Why is CfE even more important now? See ‘The case for change’ on the Curriculum for Excellence website
5.
6.
7.
8. Engagement and trialling was used to shape the experiences and outcomes: 1475 questionnaires 937 from groups 20 Focus groups Total 2012 submissions e.g. Royal Society of Edinburgh 500 trialling centres 241 reports University of Glasgow analysis and reports Plans drawn up to address issues raised Publication Further engagement and consultation, comparisons, refinement; thematic overview
9.
10.
11.
12. Experiences and outcomes: example See ‘Process of change’ on the Curriculum for Excellence website Principles and practice sections
16. Building the curriculum The curriculum: all that we plan for children and young people’s learning Principles of curriculum design Experiences and outcomes Expectations for learning and development from early to fourth levels Entitlements For all children and young people Values Wisdom, justice, Compassion, integrity Learning and teaching Engaging, active, challenging Personal support Including preparing for and support through changes and choices Arrangements for Assessment Qualifications Self-evaluation and accountability, Professional development Support purposes of learning Building up The curriculum
22. How will we turn this into reality? What? When? Local implementation plans - framework with tasks, roles and timescales How? Not research, development, dissemination as in previous developments But creating together through learning and thinking together