Profiling 3-18
Transforming lives through learning
National context :
• BTC 5 – a framework for assessment: recognising achievement,
profiling and reporting
• BTC 4- skills for learning, skills for life and skills for work
• Profiling 3-18
• P7 Profiles - entitlement from June 2012
• S3 Profiles -
entitlement from June 2013
• Profiling in the Senior Phase
Transforming lives through learning
Key points
• learner ownership
• opportunities for reflection and dialogue
• local flexibility
• focus on skills development
• recognising wider achievement
Transforming lives through learning
RA, profiling and reporting
Learner reflection and dialogue
Tracking
and
storage
systems
Recognising Achievement
Transforming lives through learning
QA
Evidence
and
of
moderation
learning
Profiles
Reporting to parents
Recognising Achievement,
Profiling, and Reporting
‘Reflection and dialogue, in which learners participate throughout all
phases of their education 3 to 18, are central to practice in
recognising achievement, profiling and reporting.’
(Building the Curriculum 5, Recognising Achievement, Profiling and
Reporting, p. 3).
Transforming lives through learning
BTC 5, page 4
A profile of a learner’s best achievements will be produced at P7
and S3. Profiles may be produced at other points to meet the
needs of a learner, as decided by the learner, school or
education authority. There will be an on-going process of
dialogue and reflection for all learners from 3 to 18. The
information drawn together through this process will enable
profiles to be
produced whenever required to inform the next stages of
learning
Transforming lives through learning
Profiling in the Senior Phase
• Profiling can:
provide a continuous link through learning and skills development to
support transition to higher, further education and employment post
school for all learners regardless of their achievements or aspirations
• Profiling is:
being increasingly recognised by partners and organisations as a
method supporting and preparing young people for their post school
destinations
Transforming lives through learning
Getting It Right For Every Child
‘The processes of recognising achievement and
profiling and the processes involved in the
GIRFEC practice model are mutually
supportive.’
(Building the Curriculum: Recognising
Achievement, Profiling and Reporting, p. 6)
Transforming lives through learning
Learner context :
• is experiencing a Broad General Education / is in Senior Phase
• is developing skills and attributes as well as knowledge and
understanding
• is becoming more aware of not just WHAT is being learned but
WHY and HOW
• is beginning to join up learning across and beyond the curriculum
• is developing skills for learning, life and work
• is developing the 4 capacities to become a successful learner,
responsible citizen, effective contributor, confident individual
• is aware that the focus is on achievement not just attainment
• Is moving towards a positive destination
Transforming lives through learning
BTC 5, page 14
Children and young people achieve success in learning through
planned activities in a range of settings and in their lives at home
and in their local community. These activities may be provided
by youth organisations , clubs and interest groups, in community
provision or by activities organised by young people themselves.
It is important that, through their involvement in such activities,
learners build on progress in the skills and attributes that they are
developing. Recognition of as much of their achievement as
possible makes learning more relevant and motivating.
Transforming lives through learning
Full range of contexts for achievement
Environment
Citizenship
Culture
Sport
and leisure
Health
Transforming lives through learning
Learner
reflection
and dialogue
Enterprise
Voluntary
Voluntary
work
Outdoor
learning
So..
• assessment needs to be more than the teacher writing a
report about progress in learning and skill development.
• learners are becoming better equipped to understand
and reflect on their own progress in learning and skill
development
• dialogue about learning involves learners, teachers, key
adults, partners, parents…..
Transforming lives through learning
The purposes of profiling and the profile
Profiling
Support learning
Motivate learners
Support reflection
and dialogue
Support transition
Profile
Reflective summary
statement
Transforming lives through learning
Latest and best
Recognise achievement
including attainment
What should the profile include?
A good profile will include a learner statement, and is likely to
include a reliable profile of achievement in literacy and numeracy,
and information about progress in key aspects of health and
wellbeing.
As skills in profiling develop, profiles will reflect achievements
across all curriculum areas.
Transforming lives through learning
Reported Impact
• improved confidence in pupils
• pupils getting to know themselves as learners
• breaking down barriers of subjects and opening door to
interdisciplinary practice
• real conversations about learning between colleagues
• self and peer evaluation of learning and skills
• increasing motivation
• reflection on a ‘wealth of skills’
• having their own say on what was achieved
Transforming lives through learning
Points to consider:
• it’s about the process rather than the product
• need to plan and support opportunities to reflect on learning
• needs to be a focus on the development of skills
• need to be opportunities for / recognition of wider achievement
• need to involve parents / carers and partners in learning
• the learner needs to have ownership of the profile
• schools need to build on the P7 and S3 profiles
Transforming lives through learning
Profiling – key questions
•
•
•
•
•
How do we make it manageable?
How do we make it reliable?
How do we ensure learner ownership?
How do we promote learner dialogue?
How can profiling support transitions in the learner
journey?
• How do secondary schools build on the P7 / S3
profiles?
• How can profiling support transition to a positive
destination?
Transforming lives through learning