Presentation on theme: "Curriculum for Excellence Primary School Leadership Conferences Reporting on Children’s Progress Robyn McIlroy –Kirn Primary School Barrie Sheppard – National."— Presentation transcript:
Curriculum for Excellence Primary School Leadership Conferences Reporting on Children’s Progress Robyn McIlroy –Kirn Primary School Barrie Sheppard – National Parent Forum of Scotland
Our aims when reporting on progress Provide meaningful, proportionate information on progress, achievements and next steps for parents and pupils across the four contexts of learning. Use a planning, assessment and reporting tool which is “fit for purpose” and tackles bureaucracy. Involve pupils in every stage of planning, assessment and setting of next steps (using NAR) and enable them to discuss their learning with parents and others.
Kirn’s Journey Pupils taking ownership of target setting and next steps, having a clear idea of their progress and be able to discuss - PRD. Creation of a meaningful form for assessment and reporting for pupils and parents, identifying next steps - block planners. Continuing to evaluate and improve the process, adapting and refining where relevant - self- evaluation, Parent Council views.
Pupil Review and Development At the start of each term: – Pupils self-assessment leads them to decide areas where they have made good progress and where they need more help in relation to: Numeracy Literacy and English Health & wellbeing Other curriculum areas – Achievements outside school – No teacher input at this stage Samples provided
Pupil Review and Development Teacher considers pupil’s “self-assessment”. Teacher cross-references with assessment information, Learning Journeys, previous block planners. Then individual pupil/teacher PRD meetings. Together teacher and pupils then select particular key goals for the term – individual discussions. PRD form included in Learning Journeys which go home every term. Review PRD after 3 months and re-set targets.
Learning Journeys/block planners Used across all curriculum areas and IDL. Narrate key experiences and outcomes. Key success criteria – differentiated, created with pupils. Pupils self-assess success criteria, using RAG. Pupils record “Something I have learned/improved on” and “Something I will improve next time”. Teacher assesses progress using traffic lights. Teacher adds “Next step” comments. Each block planner should inform the next cycle of planning and learning. Sent home as a reporting mechanism with evidence in Personal Learning Journey (green folders) every term.
Reflective questions 1.How do you record learners' progress and achievements and share this information with parents at present ? 2.How do you seek to improve the quality of the feedback given to pupils and parents on progress, achievement and next steps? 3.If you had 3 wishes…..what would you change about your current reporting arrangements?
Feedback and next steps What is your action plan for better quality reporting ? – This week? – This term? – This session?
Information for & dialogue with parents Parent information evenings (August) Learning Journeys (block planners and evidence) with PRD forms (Oct/Nov). Open evening (November) Individual support meetings (Jan/Feb) Pupil led workshops (e.g. Big Maths) Learning Journeys (block planners and evidence) with PRD forms (Feb/March). Parent/teacher meetings (March) End of year reporting (May) Learning Journeys (block planners and evidence) with PRD forms (May/June).