1. School/Centre: Reflecting on the effectiveness of Self-Evaluation Resource The levels on the board are as in How Good Is Our school? Above the board, type in the title of the topic you are reflecting upon. Below is a card stack with reflective statements relevant to the topic. Drag each card onto the section of the board that best reflects your evaluation. You can save and/or print your PowerPoint presentation at any stage. Introduction to the EST self-reflection activity Welcome to the interactive self-reflection section of the resource. This feature enables you to evaluate the work you have done on this topic. The next slide contains a self-evaluation board with a stack of cards, each card featuring a self-reflection statement to be used for the relevant EST topic. As each card is dragged onto the board, additional cards are revealed below (see the detailed instructions provided on the slide). Relevant statements that cover some of the main aspects of the topic have been included. The statements are based on key aspects of Curriculum for Excellence. If you want to undertake a more extensive review you can create your own statements and then save as many boards as you wish. Clicking on Self-Reflection Record on the next slide takes you to tables in which, for each statement, you can record your strengths, areas for improvement, evidence and next steps.

2. School/Centre: Reflecting on the effectiveness of Self-Evaluation Resource The levels on the board are as in How Good Is Our school? Above the board, type in the title of the topic you are reflecting upon. Below is a card stack with reflective statements relevant to the topic. Drag each card onto the section of the board that best reflects your evaluation. You can save and/or print your PowerPoint presentation at any stage. Through partnerships with employers, parents and outside agencies, learners understand the role of technologies in the workplace and society …insert name of your school / centre… …(insert topic title) Self-Reflection Record Through learning in practical, real-life contexts, learners make connections between the specialist skills they have developed and skills for learning, life and work Learners can investigate how a product has changed over time, to better understand the link between scientific and technological developments Learners understand the role, impact and ethical issues of technologies in changing and influencing societies By applying science and maths knowledge and skills, learners engineer 3D objects which demonstrate strengthening, energy transfer and movement Learners have a broader awareness of how ideas in maths and science are used in engineering and technologies Learners develop their understanding of the relationship between key scientific principles and technological developments Teaching and learning approaches enable learners to develop enterprising skills and attitudes right across the curriculum Learners develop creativity, innovation and problem solving skills through active, enterprising learning, independently and with others When exploring technologies, learners use what they have learned to help design or improve their ideas or products Learners use problem solving strategies to meet design challenges Learners develop skills in using tools, equipment, hardware, software and materials