1. Welcome to Assessing and Reporting Bridge of Allan Primary School Parent Workshop Wednesday 5 th March 2014

2. CURRICULUM for EXCELLENCE CURRICULUM for EXCELLENCE Built around the 4 capacities:-Successful Learners Confident Individuals Responsible Citizens Effective Contributors

3. Early First Second Third Fourth I am aware of how routines and events in my world link with times and seasons, and have explored ways to record and display these using clocks, calendars and other methods. MNU 0-10a I can tell the time using 12 hour clocks, realising there is a link with 24 hour notation, explain how it impacts on my daily routine and ensure that I am organised and ready for events throughout my day. MNU 1-10a I can use a calendar to plan and be organised for key events for myself and my class throughout the year. MNU 1-10b I have begun to develop a sense of how long tasks take by measuring the time taken to complete a range of activities using a variety of timers. MNU 1-10c I can use and interpret electronic and paper- based timetables and schedules to plan events and activities, and make time calculations as part of my planning. MNU 2-10a I can carry out practical tasks and investigations involving timed events and can explain which unit of time would be most appropriate to use. MNU 2-10b Using simple time periods, I can give a good estimate of how long a journey should take, based on my knowledge of the link between time, speed and distance. MNU 2-10c Using simple time periods, I can work out how long a journey will take, the speed travelled at or distance covered, using my knowledge of the link between time, speed and distance. MNU 3-10a I can research, compare and contrast aspects of time and time management as they impact on me. MNU 4-10a I can use the link between time, speed and distance to carry out related calculations. MNU 4-10b

4. Why do we assess? Why do we assess? Support Learning Plan next steps Track progress Recognise achievement Inform learners Inform parents/carers Promote engagement

5. Assessment evidence may come from things that learners saywritemakedo in response to their learning experiences. Validity Reliability Proportionality What does assessment look like? What does assessment look like?

6. Say Say ‘A lot of people don’t know that the sun isn’t a planet. It’s a star thingy but it doesn’t look like a star’ ‘The Egyptian farmers would not have had successful crops if it wasn’t for the water supply from the Nile…’

7. Write Write ‘As Lilith and Catie sat painting the little, wooden toy trains, they stared up at the massive Christmas tree that had arrived that morning. At this time Santa Land looked it’s best, with all the bright Christmas lights, jingling bells and the sparkling tinsel covering the workshop. Lilith and Catie looked a sorry sight…’ Instructions Reports Stories Maps/Plans Scripts Explanations Justifications Calculations E-mails Messages

8. Make Make

9. Do Do

10. How? How?

11. ‘Moderation is the term used to describe approaches for arriving at a shared understanding of standards and expectations for the broad general education.’ ‘It involves teachers and other professionals as appropriate working together drawing on guidance and exemplification and building on existing standards and expectations’ (Building the Curriculum 5: A Framework for Assessment, p. 36). How do we clarify standards and expectations? How do we clarify standards and expectations?

13. Assessment during learning Taking a close look at individual progress… Assessment of key milestones in learning Progress and achievement Holistic assessment judgements to ‘sum up’ Transitions On-going Periodic When will we assess?

14. Significant Points in School Year Transition Information Transition Information August Baseline Assessments August Baseline Assessments On-line Assessments (INCAS / PIPS) On-line Assessments (INCAS / PIPS) February Up-dates February Up-dates May Check-ups May Check-ups Transition Preparation Transition Preparation

15. Analysing Data / Information Analysing Data / Information Planning Learning and Teaching Planning Learning and Teaching Quality Assurance Quality Assurance Moderation Moderation AifL AifL

16. COVERAGE (Broad tracking of the O+Es) + DEPTH OF LEARNING (Breadth / Challenge / Application) What evidence of progress will we see? What evidence of progress will we see?

17. When will progress be reported? When will progress be reported? Learning Intentions Home / School Communication Book Staged Intervention Homework Pupil Profiles Folios of work Annual Progress Report Open Door Policy Parents Nights On-going Communication Open Nights

18. Achievement within a CfE level Achievement within a CfE level (Developing / Consolidating / Secure) (Developing / Consolidating / Secure) Across the 8 curricular areas Across the 8 curricular areas Strengths and areas for development Strengths and areas for development Share learning intentions Share learning intentions Specific support for individuals Specific support for individuals How will progress be reported? How will progress be reported?

19. ASSESSMENT LEADING TO QUALIFICATIONS AND AWARD Broad General Education (1 st -3 rd Year) National 4 and 5 (4 th Year) Highers (5 th Year) Advanced Highers (6 th Year)

20. Where Can I find More Information? Useful Site: www.educationscotland.gov.uk