Presentation on theme: "When making use of this presentation as a CPD resource you may wish to consider the following reflective questions How can you cluster experiences and."— Presentation transcript:
When making use of this presentation as a CPD resource you may wish to consider the following reflective questions How can you cluster experiences and outcomes into meaningful groupings to provide appropriate and exciting contexts for learning? How are you providing opportunities to allow for breadth, challenge and application in the learning experiences? What range of learning activities could you use more effectively to help to develop young peoples problem solving and higher order thinking skills? How have you provided opportunity for personalisation and choice in your lesson planning? What types of evidence can you gather to support learning? Points to consider have been included in speaker notes for personal reflection.
Jo Hughes, PTRE, St Ninians HS, Kirkintilloch Nadia Quail, St Andrews PS, Bearsden Mary Lappin, LTS Development Officer Tom Greene, LTS Development Officer Enhancing experiences and raising standards through the experiences and outcomes Religious Education in Roman Catholic Schools
Opportunities A coherent approach to planning the curriculum, learning, teaching and assessment Literacy, numeracy and health and wellbeing embedded throughout curriculum delivery Opportunities to work in partnership across departments and sectors Utilising new and innovative teaching approaches Classroom experience grounded in Es and Os and TIOF
Points to consider How do you share knowledge and understanding of expectations? How can we achieve consistency in terms of expectations and build trust in teachers judgements? How do you ensure that assessment supports learning and teaching? How do you ensure that learners can apply what they have learned in new and unfamiliar situations and contexts? How do you ensure that methods of assessment meet the needs of all pupils in terms of challenge and opportunities for success? What impact will changes in assessment procedures have on practice?
Glow Glow is transforming the way that the curriculum is delivered in Scotland. It breaks down geographical and social barriers and provides the tools to ensure a first-class education for Scotland. Glow provides: A trusted and safe environment for pupils, practitioners and parents A space to create personalised programmes of work and share thinking and curricular resources A variety of online tools to enhance learning experiences Virtual learning to share information and take part in a lesson Tools to enable you to communicate and collaborate across the network Communities of practice that offer practitioners rich opportunities to share and collaborate Innovation in learning and teaching approaches by engaging and immersing young people in powerful and relevant learning experiences Motivation and support for individualised learning, personalisation and choice.
What is the NAR? The NAR will provide: Support for assessment in the context of CfE, NQ and national monitoring (SSLN) arrangements Examples of assessment approaches and evidence relating to experiences and outcomes across all curriculum areas, stages and levels Examples and guidance for CPD in assessment Initial focus was on literacy, numeracy and health and wellbeing across learning: next phase – curriculum Opportunities for professionals to design examples of assessment and contribute to the NAR. In time, opportunities for pupils to engage in self and peer assessment.
Nadia Quail, St Andrews PS Bearsden Exploring Religious Education Through Reciprocal Teaching
Reciprocal Teaching – Background Initially piloted in St Andrews to help less able children. All pupils showed improvement in reading skills when exposed to Reciprocal Teaching. Social skills development also noted.
Reciprocal Teaching A tool with specific strategies designed to improve pupils ability to learn from text. Pupils closely following a predetermined script: Clarifying Questioning Predicting Summarising. Monitors comprehension activities that are usually difficult to detect.
Development of Strategies Teacher introduces each strategy, controlling the group activity. Support reduced as children gradually become more independent. Finally group works independently, which requires the appointment of: Group Leader Clarifier Recorder.
Strategies Explained Clarifying – picking out any difficult words and trying to make sense of them. Questioning – asking questions about the text. Predicting – using clues from the text to predict what will happen next Summarising – select and identify the main ideas in the text.
The Script – 1 Clarifying Would anyone like a word clarified? What word would you like clarified? Does anyone know the meaning of... ? Would the clarifier please check... Questioning Does anyone have a question? I have a question and my question is for... What is your question? My question is... ? My answer is... (or) I do not know the answer but perhaps (name) does. Thank you for your answer.
The Script – 2 Predicting: Can anyone predict what happens next? Summarising: What are the main points of this passage?
Example Lesson Learning Intentions: Success Criteria We are learning to understand a passage from the Bible where Jesus speaks to his disciples about the Messiah. We will be successful learners when we can: Clarify unfamiliar words Ask and answer questions Explain who the Messiah is Explain the important role of St Peter Explain how these events affect our lives.
Reading Session Results
Plenary Session Review Learning Intentions/Success Criteria. Draw together the key ideas of the lesson. Assess what has been understood. Correct errors and misconceptions. Discuss their success in meeting success criteria.
Assessment – Set Task 1
Assessment – Set Task 2
Jo HughesPTRE, St Ninians HS, Kirkintilloch Katie McKennaS6 pupil, St Ninians HS, Kirkintilloch Mark ONeillS6 pupil, St Ninians HS, Kirkintilloch Emily ThomsonS6 pupil, St Ninians HS, Kirkintilloch Linking Experiences and Outcomes to Building the Curriculum 5
Building the Curriculum 5 Framework for Assessment aims to create: A more effective assessment system which supports greater breadth and depth of learning and a greater focus on skills development Through collaborative working, a better-connected assessment system with better links between pre-school, primary and secondary schools, colleges and other settings to promote smooth transitions in learning Better understanding of effective assessment practice and sharing of standards and expectations, as well as more consistent assessment More autonomy and professional responsibility for teachers.
Building the Curriculum 5 What We Assess 'Assessment of the broad range of planned learning is required across the full range of contexts and settings in which the curriculum is experienced. These contexts include the ethos and life of the school as a community, curriculum areas and subjects, interdisciplinary learning and opportunities for personal achievement. They cover learning both within and outwith education establishments and classrooms.'
The Justice and Peace Group Addressing assemblies (eg Money Week, Rape in DRC) Fair Trade campaigning campaigns G20 Summit – Crunch-a-rama Namasari – Young/social enterprise Acat
Experiences and Outcomes Reign of God I recognise the contribution of other Christian Churches to Jesus' Kingdom. I have explored ecumenical action and reflected upon its impact in the world. RERC 2-21b RERC 2-21b I have explored the call to forgiveness and reconciliation and have reflected on how this can restore my relationship with God and others. I can put this understanding into practice in my relationship with God and others. RERC 3-22a RERC 3-22a
Experiences and Outcomes Reign of God I have developed awareness of the elements essential for making informed decisions and I have examined situations which pose a moral challenge in life. I can describe and explain my response and the responses of others to these situations. RERC 3-23a RERC 3-23a I have experienced opportunities to engage with issues of social injustice. I can describe how Church teaching in this area has affected my response and the responses of others to these issues. RERC 3-24a RERC 3-24a
Our Indian Partnership Our partnership with APD (The Association of People with Disabilities) in Bangalore was set up in Pupils are able to be involved in the Partnership through: Fundraising campaigns Assemblies and lessons Pupil visits to India.
Our Indian Partnership The main partnership events are India Week, during which pupils participate in a variety of themed activities while learning about India and our partnership, and Partnership Day, which can be marked by a range of activities such as being 'Disabled for a Day' so that they can better understand why our partnership is so important.
Experiences and Outcomes Reign of God I recognise the contribution of other Christian Churches to Jesus' Kingdom. I have explored ecumenical action and reflected upon its impact in the world. RERC 2-21b RERC 2-21b I have reflected on the Ten Commandments and the teachings of Christ. I have acted on Christ's personal challenge to contribute to the creation of a transformed world of Justice, Love and Peace, through the power of the Holy Spirit. RERC 3-20a RERC 3-20a
Experiences and Outcomes Reign of God I have experienced what it means to be wise and compassionate. I can describe how these experiences have affected my understanding of my value as a person, my awareness of the needs of others and my willingness to contribute to the service of the common good. RERC 3-21a RERC 3-21a I have developed awareness of the elements essential for making informed decisions and I have examined situations which pose a moral challenge in life. I can describe and explain my response and the responses of others to these situations. RERC 3-23a RERC 3-23a