Presentation on theme: "Transforming lives through learning Profiling and Profiles Sheila Quigley."— Presentation transcript:
Transforming lives through learning Profiling and Profiles Sheila Quigley
Transforming lives through learning Aims of this presentation to put profiling and profiles in context to raise awareness of the role of wider achievement in the profiling process to highlight the role of dialogue in the profiling process
Transforming lives through learning Profiling in context : February 2013 BTC 5 – a framework for assessment: recognising achievement, profiling and reporting BTC 4- skills for learning, skills for life and skills for work PROFILING 3-15 P7 PROFILES - entitlement from June 2012 S3 PROFILES - entitlement from June 2013 POST 16- LEARNER JOURNEY – work in progress
Transforming lives through learning Learner’s Progress and Achievements Learner’s progress and achievements Recognising achievement Profile Reporting to Parents Wide range of information and evidence Learner reflection and dialogue
Transforming lives through learning Why recognise achievement? The Learner Engage learners in learning Increased self-esteem Increased motivation For themselves… Awareness of themselves as learners For others For profiling and accreditation
Transforming lives through learning Today’s learner – what’s different? is experiencing a Broad General Education is consciously developing skills and attributes as well as knowledge and understanding is more aware of what they are learning and how they are learning 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
Transforming lives through 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 reflect on their own progress in learning and skill development and have a key role in the assessment process.
Transforming lives through learning ProfileWritten report to parents Written by young person in partnership with the school. Written by teacher(s)/staff. At least at P7 and S3At least once per year. Provides information on successes in learning and a reflective summary statement of achievements, including achievements beyond school and other awards Provides clear information and feedback on their child’s progress and how well he/she is doing against agreed expectations. Provides a way for young people to explain and share their achievements with a range of people, including parents, teachers and, at future dates, prospective employers. Provides an agenda for discussion between learners and those teaching and supporting them. The learner has ownership of the profile and it contains the information that they choose to share with others Informs parents of what their child needs to do to improve and suggesting how parents might help. Contributes directly to the learning process by giving each learner an important context for applying their skills, including literacy. Young people do not usually provide content directly for the report.
Transforming lives through learning The purposes of profiling and the profile Profile Reflective summary statement Latest and best Recognise achievement including attainment Profiling Support learningMotivate learners Support reflection and dialogue Support transition
Transforming lives through learning Managing the profiling process Profile Manual profiling process Electronic profiling process
Transforming lives through learning Who is the profile for? LearnerParent/carerPotential Employers/Colleges Teachers - next stage of learningOther users
Transforming lives through learning 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 - NAR pilot schools 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 Lessons from the Pilot Schools it’s all about the process opportunities to reflect on learning need to be planned there needs to be a focus on the development of skills support needs to be planned –for pupils and teachers the learner has to have ownership of the profile there are issues surrounding wider achievement
Transforming lives through learning Wider achievement? What is it? How is it shared with school when it happens outside the school day? What is the role for parents / carers / other partners? How do we know it’s reliable?
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 Culture Health Citizenship Enterprise Environment Full range of contexts for achievement Learner reflection and dialogue Sport and leisure Out-door learning Voluntary work Voluntary
Transforming lives through learning External Achievements- How can we be sure? Effective quality assurance and moderation procedures are needed to validate achievements. Sometimes this may include externally validated content, and will help ensure that the profile is recognised and valued by all
Transforming lives through learning Profiling – the big questions HOW DO WE MAKE IT MANAGEABLE? HOW DO WE MAKE IT RELIABLE? HOW DO WE ENSURE LEARNER OWNERSHIP ? HOW DO WE PROMOTE EFFECTIVE DIALOGUE? HOW IS PRIOR / WIDER LEARNING BEING BUILT ON?
Transforming lives through learning CfE BRIEFING 3: PROFILING AND THE S3 PROFILE EARLY INSIGHTS / RESOURCES ON WEBSITE CASE STUDIES AND EXEMPLAR PROFILES ON NAR FURTHER DEVELOPMENT OF NAR CONTENT – LANGUAGE OF LEARNING / E-PORTFOLIOS TACLAN RESOURCE DEVELOPMENT OFFICER SUPPORT ONLINE ASSESSMENT COMMUNITY CURRICULUM FOR EXCELLENCE BRIEFING 3 S3 PROFILES 2013 Education Scotland Support