Transforming lives through learning
Transforming lives through learning
Between September 2013 and June 2014, in almost all schools inspected (91%), one or more aspect of children’s/young people’s positive attributes (e.g. confidence, ambition, motivation) and/or learning experiences are reported as a key strength.
Transforming lives through learning
primary school inspection findings 2013-14 key strengths
126 schools: positive attributes of children
81 schools: the impact of the leadership of the headteacher
60 schools: teamwork and commitment of staff to ensure positive experiences/improvements for children
44 schools: aspects of support and care
42 schools: impact of partnerships with parents
41 schools: impact of partnerships with the community, including local businesses
27 schools: children’s learning experiences
18 schools: children’s attainment in literacy and English
15 schools: outdoor learning
Transforming lives through learning
primary school inspection findings 2013-14 areas for improvement
93 schools: continue to develop the curriculum
65 schools: need more effective systems for improvement through self-evaluation
51 schools: improve approaches to meeting the learning needs of all children
49 schools: improve approaches to tracking and monitoring children’s progress to ensure they attain as highly as possible
38 schools: improve children’s learning experiences, including opportunities for responsibility and leadership
31 schools: raise attainment
(numeracy/mathematics with the most specific mentions)
8 schools: improve partnerships with parents
Transforming lives through learning
1.1
2.1
5.3
5.1
5.9
primary school inspection findings
Sept 2013-June 2014 unsatis.
weak
1 12
0
1
4
17
3
1
18
25 satis.
27
21
18
30
31 good
54
55
61
57
49 vg
38
49
31
24
22 exc.
1
4
5
1
5
133 inspections carried out
Transforming lives through learning
year of ‘consolidation’ in terms of expectations
reducing bureaucracy
clear strategy for assessment
planning progression
skills for learning, life and work
Transforming lives through learning
Transforming lives through learning
pathways not tramlines
informed personalisation and choice
a broad general education for all
reduction in assessment
building on the success of this year’s national qualification results
Transforming lives through learning
Transforming lives through learning
In Curriculum for Excellence, learners make progress by:
continually building on their prior learning;
accessing enriching, stimulating, relevant and appropriately challenging learning experiences and;
having opportunities for applying, consolidating and reinforcing learning.
Learning is usually not linear and learners may progress along different routes and pathways through the Experiences and
Outcomes.
Expectations and milestones are important.
Transforming lives through learning
Transforming lives through learning
Your analysis and intervention to help every child make the best possible progress, based on a range of assessment evidence.
Transforming lives through learning
purpose and principles of assessment
links between learning, teaching and assessment
place of formative assessment
range of assessment methods
place of summative or standardised methods
arrangements for moderation
arrangements for tracking and improving children’s progress
reporting, recognising achievement, profiling
Transforming lives through learning
Transforming lives through learning
Richard Reeve
Transforming lives through learning
criticality
challenging, questioning, debating
identify, conceptualise and define
best practice or best problems?
apply your skills in enquiry to professional dialogue in your school and cluster
Transforming lives through learning
• accessing prior knowledge and utilising prediction
• authentic engagement
• reinforcing and modelling high expectations
• differentiated challenge
• enquiry and high quality questioning
• finding excellent solutions or products
• metacognition
• land-marking progress against agreed outcomes
• purposeful assessment and feedback
• rehearsal, consolidation and transfer
Alistair Smith 2014
Transforming lives through learning
dependent
follows instructions
must get it right
wants the answer
follows the teacher’s logic and tries to get it right
f ollows teacher’s pace
a nswers teacher’s questions
grouped by the teacher
rewarded upon completion
is given a mark, level or grade
assessed by the teacher
focus is on becoming a better performer
concerned with status and pecking order independent
makes decisions
must have a go
wants the method
learns incrementally and by trial and error
controls own pace
answers own questions
elects who to learn with
rewarded by effort
interprets own mark, level or grade
assessed by teacher/self/peers
focus is on becoming a better learner
concerned with progress and capacity to improve
Transforming lives through learning
Local Shop Learning
‘If you were running a supermarket instead of a school and saw that 30 out of 100 customers each day left your shop without buying anything, you would think about changing your inventory. But that does not happen easily in schools because of deeply rooted, even if scientifically unsupported, beliefs that learning can only occur in a particular way.’
Lord Knight of Weymouth, quoted
Education Britain: The Journey to Education Reform,
Education Foundation 2011
Transforming lives through learning
precise and focused
forensic in the analysis of children’s progress
practice-based rather than just paper-based
able to generate specific strengths and areas for improvement, for example in relation to active learning
Prioritises time and energy on learners’ experiences and outcomes.
Ensures low internal variability in core areas.
Transforming lives through learning
Additional in-service day (primary)
Film clips of headteachers describing their journeys in developing the curriculum relative to their own context available on the Education Scotland website.
The assessing progress and achievement professional learning resource assessment, including tracking and monitoring.
Evaluating and Improving the Primary Curriculum toolkit.
Resources to support the implementation of 1+2 languages model: resources for P1-P7
SSLN Professional Learning Resource on numeracy published recently and the national numeracy framework will to be published in the autumn.
Annotated exemplars of assessing progress through the various levels for each curriculum area have now been published on Glow.
Transforming lives through learning
http://www.educationscotland.gov.uk/resources/e/evaluatingandimprovingourcurriculumprimary/introduc tion.asp?strReferringChannel=educationscotland&strReferringPageID=tcm:4-713590-64
Transforming lives through learning
http://www.educationscotland.gov.uk/learningteachingandassessment/assessment/progressandac hievement/professionallearningresource/curriculum/languages/literacyandenglish/progress.asp
Transforming lives through learning
http://www.educationscotland.gov.uk/video/r/reducingteachersplanning.asp?strReferringChannel
=educationscotland&strReferringPageID=tcm:4-615801-64
Transforming lives through learning
http://www.educationscotland.gov.uk/keycfesupport/index.asp
Transforming lives through learning
http://www.educationscotland.gov.uk/resources/p/polaar/introduction.asp?strReferringC
hannel=educationscotland&strReferringPageID=tcm:4-615801-64
Transforming lives through learning
HGIOS 4
Opening Up Great Learning series
refresh of Glow
more examples of planning progression
new range of e-bulletins, including monthly digest for headteachers
Transforming lives through learning
rationale: clear, compelling story of how you have designed the curriculum; vision; purpose
programmes and courses: best possible progression for all children across all curriculum areas
transitions: designed to ensure continuity in learning
four contexts for learning/totality of the curriculum helps all children to achieve as well as they can
Transforming lives through learning
Learners in Scotland will progress in one of the most effective education systems in the world, renowned for the ability of national and local partners to work flexibly together to achieve high quality and equitable outcomes for all
Transforming lives through learning
Transforming lives through learning
educational outcomes for all learners are improving
inequity in educational outcomes is eradicated
public confidence in education is high
Transforming lives through learning
Never forget the important of what you say and do as headteacher!
Control (is s/he in charge?)
Clarity (is s/he sure of her ground?)
Coherence (can I align my aspirations with his/hers?)
Concern (does s/he understand the challenges I face?
)
Consistency (will s/he adopt the behaviours she espouses?)
Transforming lives through learning