1. Transforming lives through learning Profiling Education Scotland

2. Transforming lives through learning Is Integral to Learning and Teaching – What is it? What is it not? Assessment is central to learning and teaching. On an on-going basis, it includes conversations with learners, questioning and the provision of feedback. It is not a bolt-on separate from learning and teaching. Discussions between learners and between them and staff to help learners understand their learning and identify their next steps. It is not a mystery to learners or something done to them.

3. Transforming lives through learning It is based on evidence drawn mainly from day to day learning and teaching supplemented by more formal approaches. It is not just about tests. It is not about producing large folios of assessment evidence unrelated to the planned learning. Assessment has a number of aspects to it including planning for learning and teaching, profiling, conversations about learning involving staff, plus the involvement of parents and other partners to support learning. It is not something that only happens at the end of a learning experience. Is Integral to Learning and Teaching – What is it? What is it not?

4. Transforming lives through learning It is about children understanding their learning so that they can take increasing responsibility for their progress and for the profiling process. It is not a focus on paperwork or a profile which is not understood or ‘owned’ by the learner. Assessment is also about evaluating success over a range of experiences and outcomes, the ability to respond to challenge and the capacity to apply learning. It is not just about coverage of the curriculum. Is Integral to Learning and Teaching – What is it? What is it not?

5. Transforming lives through learning National Context National Guidance on profiling 3-18 has been in place since 2010 P7 Profile - an entitlement from June 2012 S3 Profile - an entitlement from June 2013 Building on profiling experiences: Profiling 3-18 Senior Phase profiling to support transition to positive destinations Education Working For All! Commission for Developing Scotland’s young Workforce Final Report (June 2014) ‘The introduction of Curriculum for Excellence in primary schools and in S1-S3 is already making a difference as a new approach to teaching and learning is helping pupils to develop many of the skills and attributes they will need to be successful in their working lives.’ (page 20)

6. Transforming lives through learning What should be in a profile? It needs to be manageable. Should be designed locally. Learner statement Literacy, numeracy and progress in key aspects of health and wellbeing Achievements across all curriculum areas Personal achievements – include those which stem from learning experiences outwith school.

7. Transforming lives through learning Purposes Profile Reflective summary statement Latest and best Recognise achievement including attainment Profiling Support learningMotivate learners Support reflection and dialogue Support transition

8. Transforming lives through learning Advice and Guidance Focus remains on improving outcomes for young people through appropriately supported discussions. The relationship with an adult who knows the student well is the key to effective profiling. Regular dialogue between learners and practitioners should help each learner to evaluate his/her own achievements. The process of profiling can be a powerful motivating influence giving individuals a real sense of personal ownership of their own learning. Most young people are likely to need guidance to develop their skills in bringing together the learner statement. Profiling (and the profile) is owned by the learner with support from the school, parents and partners in learning.

9. Transforming lives through learning Curriculum for Excellence Building the Curriculum 5 A Framework for Assessment 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.

10. Transforming lives through learning Curriculum for Excellence Building the Curriculum 5 A Framework for Assessment: Recognising Achievement, Profiling and Reporting Page 5 Education authorities and schools should plan to provide opportunities for learners to achieve. There is a wide range of partners who can provide opportunities for children and young people, including Skills Development Scotland, community learning and development, youth work, colleges and the voluntary sector. Partners should be involved in planning processes so that they develop their understanding of their contribution to the young person’s learning within Curriculum for Excellence and should contribute to recording progress and achievements.

11. Transforming lives through learning Learner in the Senior Phase As young people progress through the Senior Phase, the profiling process is likely to: help them become more independent and self-aware in their understanding of the skills for learning, life and work ensure learners’ achievements beyond formally assessed learning are recognised and valued take account of the full range of learning opportunities offered by partnerships with colleges, employers and other partners in learning

12. Transforming lives through learning Profiling and Universities – University of Glasgow ‘The aim of this report is to provide some background and context on work related to profiling in a University setting; to highlight areas of good practice and to draw parallels with some of the themes and issues relating to profiling in schools. Closer partnership working between schools and higher education institutions in this area of profiling, in the future, could lead to smoother transitions to university for our students and a significant increase in their abilities to reflect on and articulate their development of core skills and attributes.’

13. Transforming lives through learning Linking profiling and innovative CLD practice Example taken from www.educationscotland.gov.uk Youth Access Programme, Glasgow Kelvin College develop their skills and confidence development of trusted relationships built by youth work staff and young people development of transferable IT skills development of social skills and the ability of young people to interact positively with adults Young people are actively encouraged to achieve and progress

14. Transforming lives through learning Tomintoul Nursery ‘A plan was drawn up to further develop the Tomintoul SMARTS (a system based on Prof. Howard Gardener’s theory of multiple intelligences).’ ‘Thus Art Smart, Body Smart, Music Smart, People Smart, Nature Smart, Number Smart, Thinking Smart and Word Smart were established. ……These have been introduced systematically and are used on a daily basis.’ ‘They can very effectively tell what sort of SMART they are being or what SMART they could use to improve or learn about something new.’

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