1. Curriculum for Excellence in Neilston Primary School Assessment and Reporting Curriculum Evening – Thursday 26 th April, 2012

2. What Does it Mean? Curriculum for Excellence places children and young people at the heart of Scottish education. The new Curriculum is built around four ‘Capacities’ and we are committed to ensuring that our pupils become: Successful learners Successful learners Confident individuals Confident individuals Responsible citizens Responsible citizens Effective contributors Effective contributors

3. The Way Forward Partnerships between parents/carers, school staff and pupils themselves will support Curriculum for Excellence. Partnerships between parents/carers, school staff and pupils themselves will support Curriculum for Excellence. To help you to engage with Curriculum for Excellence and your child’s learning journey, you need to know some important facts about Curriculum for Excellence. These are likely to feature in reports and updates on your child’s progress. To help you to engage with Curriculum for Excellence and your child’s learning journey, you need to know some important facts about Curriculum for Excellence. These are likely to feature in reports and updates on your child’s progress.

4. Framework There are eight curricular areas: Sciences, Languages (including English, Gaelic, classical and modern languages), Mathematics, Expressive Arts, Social Studies, Technologies, Health and Wellbeing, Religious and Moral Education. Sciences, Languages (including English, Gaelic, classical and modern languages), Mathematics, Expressive Arts, Social Studies, Technologies, Health and Wellbeing, Religious and Moral Education. For each curricular area, within each curricular level, there are Experiences and Outcomes which describe children’s learning and achievements from a pupil perspective. These ‘Outcomes’ are skills- based and take the form of ‘I can…’ or ‘I am able to…’ For each curricular area, within each curricular level, there are Experiences and Outcomes which describe children’s learning and achievements from a pupil perspective. These ‘Outcomes’ are skills- based and take the form of ‘I can…’ or ‘I am able to…’

5. CfE Levels Early Level in Pre-school and in Primary 1, or later for some First level by end of P4, but earlier or later for some Second Level by end of P7, but earlier or later for some Third and Fourth Level in S1 – S3, but earlier for some

6. Why Do We Assess? To make sure that learners are progressing, it is important to gauge development at appropriate points. This is assessment. This will enable schools and teachers to: track progress track progress support learning effectively support learning effectively plan suitable next steps for learning plan suitable next steps for learning summarise and recognise achievement and attainment summarise and recognise achievement and attainment inform learners and parents/carers of progress. inform learners and parents/carers of progress.

7. When will we assess? On-going Assessment during learning Assessment of key milestones in learning Taking a close look at individual progress Periodic Progress and achievement

8. What Will Assessment Look Like? Progress will be evidenced using a variety of approaches that best reflect the learning that has taken place, and will track the skills that the child or young person is developing. For Example: A pupil may have given a verbal presentation A pupil may have some written evidence A pupil may have created a model A pupil may have successfully undertaken an Experiment to demonstrate a theory Say Make Do Write

9. How Will We Assess? Evidence of progress will be evaluated in a number of different ways: Planning rich and engaging learning experiences Planning rich and engaging learning experiences Using a range of assessment approaches to learning/assessment Using a range of assessment approaches to learning/assessment Gathering appropriate evidence Gathering appropriate evidence Working together to gather as much information about each pupil’s achievement, strengths and next steps Working together to gather as much information about each pupil’s achievement, strengths and next steps

10. Pupil Involvement Learning intentions and success criteria will be shared and agreed with pupils during lessons so pupils will know what they are learning, and how to assess whether they have met the success criteria Learning intentions and success criteria will be shared and agreed with pupils during lessons so pupils will know what they are learning, and how to assess whether they have met the success criteria By working with their peers, a shared understanding of learning intentions and outcomes will develop By working with their peers, a shared understanding of learning intentions and outcomes will develop Pupils gain a sense of ownership of their learning and develop important thinking skills Pupils gain a sense of ownership of their learning and develop important thinking skills Pupils will become more involved in their target setting Pupils will become more involved in their target setting

11. Pupil Profiles These profiles will involve the pupil and the teacher considering what gives the best evidence of progress at a particular point. Work will be gathered in what you may call a portfolio and may include: Written work Written work Presentations Presentations Online Records Online Records Photographs Photographs

12. Pupil Profiles A profile, therefore, is a simple snapshot of the pupil’s best achievements at a given point in time. The pupil’s achievements can be recognised. The profile will include: Information on progress and achievement across the curricular areas Information on progress and achievement across the curricular areas A statement from the pupil outlining his/her best achievements in or out of school A statement from the pupil outlining his/her best achievements in or out of school A record of awards A record of awards

13. Reporting to Parents Reporting will involve the pupil and will engage parents in their child’s learning. It will: Describe strengths and areas for development Describe strengths and areas for development Show progress in the eight curricular areas Show progress in the eight curricular areas Show achievement within the levels Show achievement within the levels Share learning goals and next steps Share learning goals and next steps Identify specific support for individual pupils Identify specific support for individual pupils

14. Reporting to Parents Key phrases will be used. These are: Developing – the pupil has started to engage in the work of the new level and is beginning to make progress in an increasing number of outcomes of that level Developing – the pupil has started to engage in the work of the new level and is beginning to make progress in an increasing number of outcomes of that level Consolidating – the pupil has achieved a breadth of learning across many experiences and outcomes for the level, can apply this learning in familiar situations, and is beginning to undertake more challenging learning and to apply learning in unfamiliar contexts Consolidating – the pupil has achieved a breadth of learning across many experiences and outcomes for the level, can apply this learning in familiar situations, and is beginning to undertake more challenging learning and to apply learning in unfamiliar contexts

15. Reporting to Parents Key phrases will be used. These are: Secure – The learner has achieved a breadth of learning across almost all the experiences and outcomes for the level, has responded consistently well to the level of challenge, has moved on to more challenging learning and can apply learning in new and unfamiliar situations Secure – The learner has achieved a breadth of learning across almost all the experiences and outcomes for the level, has responded consistently well to the level of challenge, has moved on to more challenging learning and can apply learning in new and unfamiliar situations

16. Reporting to Parents Reporting to parents is not just the end of session report. We constantly report to parents in many ways including: Jotters going home Jotters going home Pupil presentations Pupil presentations Open days Open days Curriculum evenings Curriculum evenings Parent consultations Parent consultations Parent information sessions Parent information sessions Online information Online information

17. And Finally...... Find out more about Curriculum for Excellence. Some new short films on CfE for parents have been Some new short films on CfE for parents have been published on the Engage for Education website at www.engageforeducation.org/cfefilms A series of film clips, aimed at parents, has been added to the parents’ section of the SQA website at A series of film clips, aimed at parents, has been added to the parents’ section of the SQA website at www.sqa.org.uk/cfeforparents