Curriculum for ExcellenceCurriculum for Excellencein Neilston Primary Schoolin Neilston Primary School

Assessment and Assessment and Reporting Reporting

Curriculum Evening – Thursday 26Curriculum Evening – Thursday 26thth April, 2012 April, 2012

What Does it Mean?What Does it Mean?

Curriculum for Excellence places children and Curriculum for Excellence places children and young people at the heart of Scottish young people at the heart of Scottish education. education.

The new Curriculum is built around four The new Curriculum is built around four ‘Capacities’ and we are committed to ensuring ‘Capacities’ and we are committed to ensuring that our pupils become:that our pupils become:

• • Successful learnersSuccessful learners

• • Confident individualsConfident individuals

• • Responsible citizensResponsible citizens

• • Effective contributorsEffective contributors

The Way ForwardThe Way Forward

Partnerships between parents/carers, school Partnerships between parents/carers, school staff and pupils themselves will support staff and pupils themselves will support Curriculum for Excellence. Curriculum for Excellence.

To help you to engage with Curriculum for To help you to engage with Curriculum for Excellence and your child’s learning journey, Excellence and your child’s learning journey, you need to know some important facts you need to know some important facts about Curriculum for Excellence. These are about Curriculum for Excellence. These are likely to feature in reports and updates on likely to feature in reports and updates on your child’s progress.your child’s progress.

FrameworkFrameworkThere are eight curricular areas:There are eight curricular areas:

Sciences, Languages (including English, Gaelic, Sciences, Languages (including English, Gaelic, classical and modern languages), Mathematics, classical and modern languages), Mathematics, Expressive Arts, Social Studies, Technologies, Expressive Arts, Social Studies, Technologies, Health and Wellbeing, Religious and Moral Health and Wellbeing, Religious and Moral Education.Education.

For each curricular area, within each curricular For each curricular area, within each curricular level, there are Experiences and Outcomes which level, there are Experiences and Outcomes which describe children’s learning and achievements describe children’s learning and achievements from a pupil perspective. These ‘Outcomes’ are from a pupil perspective. These ‘Outcomes’ are skills-based and take the form of ‘I can…’ or ‘I am skills-based and take the form of ‘I can…’ or ‘I am able to…’ able to…’

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

Why Do We Assess?Why Do We Assess?

To make sure that learners are progressing, it isTo make sure that learners are progressing, it is

important to gauge development at appropriateimportant to gauge development at appropriate

points. This is assessment. points. This is assessment.

This will enable schools and teachers to:This will enable schools and teachers to: track progresstrack progress support learning effectivelysupport learning effectively plan suitable next steps for learningplan suitable next steps for learning summarise and recognise achievement and summarise and recognise achievement and

attainmentattainment inform learners and parents/carers of progress.inform learners and parents/carers of progress.

When will we assess?When will we assess?

On-goingOn-going

Assessment during

learning

Assessment of key

milestones in learning

Taking a close lookat individual

progress

PeriodicPeriodic

Progress and achievement

What Will Assessment Look What Will Assessment Look Like?Like?

Progress will be evidenced using a variety of Progress will be evidenced using a variety of approaches that best reflect the learning that approaches that best reflect the learning that has taken place, and will track the skills that has taken place, and will track the skills that the child or young person is developing.the child or young person is developing.

For Example:For Example:

A pupil may have given a verbal presentationA pupil may have given a verbal presentation

A pupil may have some written evidenceA pupil may have some written evidence

A pupil may have created a modelA pupil may have created a model

A pupil may have successfully undertaken anA pupil may have successfully undertaken an

Experiment to demonstrate a theoryExperiment to demonstrate a theory

Say

Make

Do

Write

How Will We Assess?How Will We Assess?

Evidence of progress will be evaluated in a Evidence of progress will be evaluated in a number ofnumber of

different ways:different ways: Planning rich and engaging learning experiencesPlanning rich and engaging learning experiences Using a range of assessment approaches to Using a range of assessment approaches to

learning/assessmentlearning/assessment Gathering appropriate evidenceGathering appropriate evidence Working together to gather as much information Working together to gather as much information

about each pupil’s achievement, strengths and about each pupil’s achievement, strengths and next stepsnext steps

Pupil InvolvementPupil Involvement

Learning intentions and success criteria will be Learning intentions and success criteria will be shared and agreed with pupils during lessons so shared and agreed with pupils during lessons so pupils will know what they are learning, and how pupils will know what they are learning, and how to assess whether they have met the success to assess whether they have met the success criteriacriteria

By working with their peers, a shared By working with their peers, a shared understanding of learning intentions and understanding of learning intentions and outcomes will developoutcomes will develop

Pupils gain a sense of ownership of their learning Pupils gain a sense of ownership of their learning and develop important thinking skillsand develop important thinking skills

Pupils will become more involved in their target Pupils will become more involved in their target settingsetting

Pupil ProfilesPupil Profiles

These profiles will involve the pupil and theThese profiles will involve the pupil and the

teacher considering what gives the best evidence teacher considering what gives the best evidence ofof

progress at a particular point. Work will be progress at a particular point. Work will be gatheredgathered

in what you may call a portfolio and may include:in what you may call a portfolio and may include: Written workWritten work PresentationsPresentations Online RecordsOnline Records PhotographsPhotographs

Pupil ProfilesPupil Profiles

A profile, therefore, is a simple snapshot of the A profile, therefore, is a simple snapshot of the pupil’spupil’s

best achievements at a given point in time. Thebest achievements at a given point in time. The

pupil’s achievements can be recognised. The pupil’s achievements can be recognised. The profileprofile

will include:will include: Information on progress and achievement Information on progress and achievement

across the curricular areasacross the curricular areas A statement from the pupil outlining his/her A statement from the pupil outlining his/her

best achievements in or out of schoolbest achievements in or out of school A record of awards A record of awards

Reporting to ParentsReporting to Parents

Reporting will involve the pupil and will engageReporting will involve the pupil and will engage

parents in their child’s learning. It will:parents in their child’s learning. It will:

Describe strengths and areas for Describe strengths and areas for developmentdevelopment

Show progress in the eight curricular areasShow progress in the eight curricular areas Show achievement within the levelsShow achievement within the levels Share learning goals and next stepsShare learning goals and next steps Identify specific support for individual pupilsIdentify specific support for individual pupils

Reporting to ParentsReporting to Parents

Key phrases will be used. These are:Key phrases will be used. These are:

Developing – the pupil has started to engage in Developing – the pupil has started to engage in the work of the new level and is beginning to the work of the new level and is beginning to make progress in an increasing number of make progress in an increasing number of outcomes of that leveloutcomes of that level

Consolidating – the pupil has achieved a Consolidating – the pupil has achieved a breadth of learning across many experiences breadth of learning across many experiences and outcomes for the level, can apply this and outcomes for the level, can apply this learning in familiar situations, and is beginning learning in familiar situations, and is beginning to undertake more challenging learning and to to undertake more challenging learning and to apply learning in unfamiliar contextsapply learning in unfamiliar contexts

Reporting to ParentsReporting to Parents

Key phrases will be used. These are:Key phrases will be used. These are:

Secure – The learner has achieved a breadth Secure – The learner has achieved a breadth of learning across almost all the experiences of learning across almost all the experiences and outcomes for the level, has responded and outcomes for the level, has responded consistently well to the level of challenge, consistently well to the level of challenge, has moved on to more challenging learning has moved on to more challenging learning and can apply learning in new and unfamiliar and can apply learning in new and unfamiliar situationssituations

Reporting to ParentsReporting to Parents

Reporting to parents is not just the end of sessionReporting to parents is not just the end of session

report. We constantly report to parents in many report. We constantly report to parents in many waysways

including:including: Jotters going homeJotters going home Pupil presentationsPupil presentations Open daysOpen days Curriculum eveningsCurriculum evenings Parent consultationsParent consultations Parent information sessionsParent information sessions Online informationOnline information

And Finally ......And Finally ......

Find out more about Curriculum for Excellence.Find out more about Curriculum for Excellence.

Some new short films on CfE for parents have Some new short films on CfE for parents have beenbeen

published on the Engage for Education website atpublished on the Engage for Education website atwww.engageforeducation.org/cfefilms

A series of film clips, aimed at parents, has been A series of film clips, aimed at parents, has been added to the parents’ section of the SQA website added to the parents’ section of the SQA website atatwww.sqa.org.uk/cfeforparents