Self-Evaluation Resource Reflecting on the effectiveness of Introduction to the EST self-reflection activity • The levels on the board are as in Howfeature Good Is Our school? Welcome to the interactive self-reflection section of the resource. This • Above the board, type in the title of the topic you are enables you to evaluate the work you have done on this topic. reflecting upon. • Below is a card stack with reflective statements relevant to the topic. • Drag each card onto the section of the board that best reflects your evaluation. • You can save and/or print your PowerPoint presentation at any stage. • The next slide contains a self-evaluation board with a stack of cards, each card featuring a self-reflection statement to be used for the relevant EST topic. As each card is dragged onto the board, additional cards are revealed below (see the detailed instructions provided on the slide). • Relevant statements that cover some of the main aspects of the topic have been included. The statements are based on key aspects of Curriculum for Excellence. If you want to undertake a more extensive review you can create your own statements and then save as many boards as you wish. • Clicking on ‘Self-Reflection Record’ on the next slide takes you to tables in which, for each statement, you can record your strengths, areas for improvement, evidence and next steps. School/Centre: Self-Evaluation Resource Reflecting on the effectiveness of …(insert topic title) Self-Reflection Record • The levels on the board are as in How Good Is Our school? • Above the board, type in the title of the topic you are reflecting upon. • Below is a card stack with reflective statements relevant to the topic. • Drag each card onto the section of the board that best reflects your evaluation. • You can save and/or print your PowerPoint presentation at any stage. Through learning in Through Learners By applying partnerships canscience When practical, Learners exploring develop real-life with maths investigate and Learners Teaching employers, understand have and knowledge how learning aa technologies, Learners contexts, their creativity, understanding develop learners innovation learners of Learners parents product the and broader approaches role, skills, and has awareness impact use learners enable changed outside problem and of use skills make the and relationship what problem inconnections using theysolving tools, have solving agencies, over ethical engineer how learners ideas time, issues strategies to3D learners to indevelop objects better maths of to learned equipment, between skills through tokey the help hardware, scientific active, meet understand technologies which and enterprising science design demonstrate the skills are in link role used and of design software specialist principles enterprising orand improve skills and learning, they challenges technologies between changing strengthening, in attitudes engineering right scientific andinacross and energy the materials their haveideas technological independently developed or and and workplace and influencing transfer technologies the curriculum technological andand societies products skillsothers developments with for learning, life society developments movement and work School/Centre: …insert name of your school / centre…