Using the Experiences and Outcomes to achieve progression in learning

Activity: What is Progression? Individual Ideas Group ideas Either create a definition individually or through group discussion Or ask practitioners to ‘capture’ their individual and then group ideas by using a placemat structure as above. You would need groups of 4, with each practitioner writing in their own individual box first for a specified time (3 minutes perhaps) Then the group feedback their ideas and decide what to collectively place in the central box.

What is Progression? Progression means increasing the breadth and depth of learning at each level as well as providing greater challenge for learners as they move to the next levels.

How can the Experiences and Outcomes support Progression? The Experiences and Outcomes offer opportunities to consolidate and extend learning in individual areas in order to meet the varied needs of children and young people, recognising that children and young people will progress at different rates. …..the curriculum framework sets out broad expectations for progression…..

Key ideas to consider You can spot progression: There are ‘signposts’ of progression within the Experiences and Outcomes You can spot progression: Across a line of development Between the Experiences and Outcomes from one level to the next Within an Experience and Outcome

Look out for the action verbs Key ideas to consider You can identify which words signal progression in skills within the Experiences and Outcomes: Look out for words such as ‘apply’, ‘evaluate’, and ‘critically assess’ Look out for the action verbs

Activity Considering the progression within the Experiences and Outcomes and through the levels Looking at the Experiences and Outcomes provided highlight the action verbs within them Discuss how they differ across the levels Consider how the level of challenge changes from level to level and how this is reflected in the ‘action verbs’ used This activity is best explored in small groups. For this activity participants will need to look at a variety of E’s and O’s Some examples of HWB E’s and O’s are given in the next slide Other E’s and O’s could be used depending on the area of interest Time will be needed for reflection and discussion

I know of actions I can take to help someone in an emergency. I am becoming aware of how hygiene and safety can affect health and I apply this knowledge in my everyday routines such as taking care of my teeth. HWB 0-33a/1-33a I know of actions I can take to help someone in an emergency. HWB 2-42a Using my knowledge of nutrition and healthy eating advice, I can evaluate the information on food packaging enabling me to make informed choices when preparing and cooking healthy dishes. HWB 3-36a Example showing the action verbs highlighted as well as the changing language from early to 4th level. Clearly there will also be progression within each of the levels too, depending on the development/ability of each learner. Having investigated the effects of food processing on the nutritional value of foods, I can critically assess the place of processed foods in a healthy balanced diet HWB 4-35a

Activity Considering the progression across a line of development Using the Experiences and Outcomes provided arrange them in order from early to fourth level Consider the reasons why you placed them in this order, and capture your ideas on post-it notes This activity is best explored in small groups. Groups will need a ‘line of development’ from the E’s and O’s i.e. SOC: 0.15a to 4.15a WITHOUT the coding on them. They are then given time to put them into order from early to 4th level. Write on post-it’s the reasons that influenced their ordering. Leave time to discuss in groups and as a whole.

Progression when grouping the Experiences and Outcomes to create learning opportunities Progression will also be supported by: A deep understanding of where learners are in their learning/development of skills The identified context for learning The knowledge/content to be explored The skills focus developed The transfer of these skills to new and unfamiliar contexts