1. www.educationscotland.gov.uk

2. Transforming lives through learning Assessing Progress and Achievement Professional Learning Resource: Using the resources for moderation

3. Transforming lives through learning Part of the suite of professional learning resources

4. Transforming lives through learning

6. Planning for progression in Food and Health At early level children select a snack independently. As they move into first level, learners progress from tasting and trying out different foods to tasting and trying out foods that are unfamiliar to their daily diet. At second level, they progress through explaining their preferences to, at third level, evaluating a range of new foods using sensory descriptors and explaining the impact of food choice on health.

7. Transforming lives through learning The Progression Framework: Taking a Closer Look…

8. Transforming lives through learning What does it look like?

9. Transforming lives through learning Annotation… [We need to] get inside the teacher’s head… - Louise Hayward Assessment at Transition, 2012 Assessment at Transition, 2012 What makes me think Joe has achieved Second Level, “on balance”? What bits of my thinking capture my learning?

10. Transforming lives through learning Annotation… Annotated Exemplification>HWB>Food and Health Teacher Voice Progression Framework>HWB>Food and Health Learning Statement Teacher Voice

11. Transforming lives through learning Annotation… Learner Voice Learning Statement Progression Framework>HWB>Food and Health>Second Level Annotated Exemplification>HWB>Food and Health>SAL 1>Second Level

12. Transforming lives through learning Activity Use the three parts of the suite to quality assure the annotated exemplification. Annotated exemplification Progression framework Curriculum paper

13. Transforming lives through learning Planning of learning Do the Es&Os relate to the SAL? Do the learning statements relate to the SAL? Does the bundle of Es&Os relate to the learning statement? Evidence of learning Is there a range of evidence? Does it demonstrate a body of knowledge, understanding, skills, attributes and capabilities across the range of Es&Os? Are there challenging learning experiences directed towards learning at the next level? Learner voice Do the learner comments show reflection on learning related to the learning statements? Does the learner voice include self/peer assessment? Teacher voice Does the practitioner annotation provide insight into the learning? (rather than describe what the learner has done) Does the practitioner annotation illustrate professional judgement about the achievement of a level? Annotated exemplification - reflective questions

14. www.educationscotland.gov.uk Transforming lives through learning