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? Have you thought about... opportunities have been included in speaker notes for personal reflection.
Enhancing experiences and raising standards through the experiences and outcomes Expressive arts
Points to consider How do you share knowledge and understanding of expectations? How do you ensure that assessment supports learning and teaching? How do I deliver CfE expressive arts without the resources?
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.
Air Iomlaid (On Exchange) Johnny Gailey, The Fruitmarket Gallery Anne MacPhail, Tollcross Primary School Holly McLeod, Tollcross Primary School Somhairle MacLeoid, Tollcross Primary School A coherent approach to planning the curriculum, learning, teaching and assessment Literacy, numeracy and health and wellbeing embedded throughout curriculum delivery Opportunities:
Through learning in the expressive arts young people can: be creative and express themselves in different ways experience enjoyment through creative and expressive presentation develop important skills, both those which are specific to expressive arts and those which are transferable develop an appreciation of aesthetic and cultural values. What are the features of effective learning and teaching in expressive arts? active involvement in creative activities opportunities to present to an audience partnerships with professional artists connecting with young peoples experience appropriate and effective use of technology collaborative and independent learning establishing links with the wider curriculum opportunities to analyse, explore and reflect
Two schools – Tollcross Primary School, Edinburgh, and Bun-sgoil Shlèite, Skye. Sixty-four core pupils (P4–P7 in Sleat, P6/P7 in Tollcross) with additional groups in each school. Two teams of artists, with a lead artist, Julie Brook, spanning both sites.
The pupils were given the task to investigate their physical, linguistic and virtual environments. Mar – Aug 2009: Weekly workshops in Edinburgh and Skye.