CT3025/2014 | Outlook Coop | 2014-2015 ©

Seminar for Local Experts

In Joint Venture with

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A reminder of the aim of the project and our remit: The aim of the Learning Outcomes Framework (LOF) is to free

schools and learners from centrally-imposed knowledge-

centric syllabi and to give them the freedom to develop

programmes that fulfil the framework of knowledge, attitudes

and skills-based outcomes that are considered national

education entitlement of all learners in Malta. The LOF is thus

intended to eventually lead to more curricular autonomy in

colleges and schools, so as to enable them to better address

the specific learning needs of their students. The contract's

objective is to deliver this Learning Outcomes Framework and

related Learning and Assessment Programmes.

A word about the project context

The time frame has been drastically reduced to less than

half the originally planned duration.

Some policy issues such as the Learning Areas and the

specific subjects to be developed have been finalised

concurrently with the design and development work of the

project deliverables.

Polices related to assessment are still being finalised

Ideal Time Frame and Work Flow:

1 2 3

1 2 3

Actual Time Frame and Work Flow:

Ideal Policy matters are ready before work starts

Actual Policy matters being completed as work is develops

Our response:

Allocated more resources

Requested:

10 Key Experts and 30 support experts

Actual

We engaged a team for each Learning Area, CCT and for each

individual subject including 50 Key Experts (PhD), 60 Support

Experts, a core technical team, a team of editors, CCT experts

for screening all the subjects and a team of primary level

teachers to screen the subjects at levels 5 and 6.

Our response...

Communication

We held seminars for our experts

We held one to one meetings for our experts

We held small group workshop for our experts

We provided guidance documents

Accepted a higher level of risk

Work being developed concurrently

Before we look at the process used, let us take a

quick look at how the deliverables will be

presented

A quick look at the Front end website

http://p.rightbrain.com.mt/testpages/thelearningoutcomesframework/dashboard.html

A Malta Model

•We looked at different models used in Europe and beyond

and agreed with DQSE on creating a Malta model by

adapting and enhancing various approaches.

•The template for presenting the Learning Areas, the Cross

Curricular Themes and the Subject Learning Outcomes

Framework was agreed and signed off by DQSE.

Bar

ry

Learning Areas

The Learning Areas are:

Languages

Science and Technology

Mathematics

Religious and Ethics Education

Health and Physical Education

Education for Democracy

Humanities

Visual and Performing Arts

Each Learning Area (LA) groups together a number of subjects as stipulated by the

Ministry of Education and Employment in A National Curriculum Framework for All

(2012)

Learning Area Outcomes

High level learning expectations that underpin the design of the Subject

Learning Outcomes (SLOs).

Serve to inform the development of each of the subjects grouped under that

area and links them back to the higher level common knowledge and skills

requirements that connect subjects in that area.

The LA Learning Outcomes will underpin SLOs by:

Providing a framework or thematic structure for all subjects within the LA

1 • Outlook JV submitted online the draft Learning Areas

2

• Scoping papers on each Learning Area submitted by the Local Experts

• (Scoping Papers submitted after the Learning Area were written on the portal)

• The draft subjects rationalisation grid provided after the Learning Areas were submitted

3 • Local Experts provided feedback on the draft on the draft Learning Areas

Work flow - Tasks completed regarding the Learning Areas

4 • Outlook JV amended the draft Learning Areas

• Submission of final draft Learning Areas

5

• Local Experts providing feedback on the second draft of Learning Areas

Work flow for tasks being completed in the coming days

regarding the Learning Areas

1

• Learning Areas being amended by Outlook JV (with the understanding that further amendments may be required after the subjects are completed)

2 • Published online for consultation

3

• The Local Experts may request fine tuning of the Learning Areas after the subjects under the Learning Areas are completed

Cross Curricular Themes

The Cross Curricular Themes are:

Literacy

Digital Literacy

Education for Diversity

Education for Sustainable Development

Education for Entrepreneurship. Creativity and Innovation

Learning to Learn and Cooperative Learning

Each Cross Curricular Theme comprises a set of Learning Outcomes which are

being embedded in the Subject Learning Outcomes and in the Pedagogy and

Assessment .

1 • Scoping papers on each cross curricular theme by Outlook JV experts

2 • Local Experts provided feedback on scoping papers

3 • Outlook JV submitted online the draft CCTs for feedback from local experts

Work flow - Tasks completed regarding the Cross Curricular

Themes

4 • Local Experts provided feedback on draft CCTs

5

• Outlook JV amended the draft CCTs

• Submission of final draft CCTs

6 • Local experts validated the CCTs/ requested further fine tuning prior

to publishing

Work flow for tasks being completed in the coming days

regarding the CCTs

1 • CCTs being amended by Outlook JV

2 • Published online for consultation

3

1, 2

• Key Experts drafted the SLOs and initial CCT embedding

• The support experts are contextualising the SLO and further embedding the CCTs

3,4

• The CCT Experts are screening the SLOs re the CCT embedding (Further enhancement)

• The Primary Teaching Experts are screening the SLOs at levels 5 and 6

5 • The Editing Team is screening the SLOs to ensure as much as possible

uniformity in style, spelling etc. Before submission to the Local Experts

Developing the Subject Learning Outcomes

1 • The Local experts validate/provide feedback on the draft SLOs

2

• The Outlook JV team amends the SLOs according to the Feedback

3 • Public Consultation

Next steps in developing the Subject Learning

Outcomes

1

• The Local Experts receive the public consultation feedback directly related to their subject

• The Local Experts filter which suggested change is to be accepted

• The Local experts provide instructions to the Outlook JV which amendments are to be taken up

2 • The Outlook JV team amends the SLOs according to the Feedback

3 • Publication of final SLOS

Work after the public consultation

Key Briefing to the subject learning Outcome writers:

Do not be prescriptive. As you consider each SLO ask

yourself ‘does this adequately describe what a student

needs to know, understand or be able to do about this

particular topic at this level?’ and also ‘Does the way this

SLO is written set a clear assessment expectation?’

So, for example

‘I can write a short introduction about myself.’(French)

-specifies what the student needs to be able to do and implicitly how

he/she can be assessed on this but does not specify the steps the

teacher needs to take to enable the student to do the task (i.e. the

vocabulary which needs to be taught, the phrasing etc.).

‘I can plan diets for individuals at all stages of the human life cycle.’

(Home Economics)

‘I can predict and explain the electronic and molecular structures of

common substances using models.’ (Chemistry)

‘I can show how differences in voice and viewpoint are achieved by

explaining the literary and narrative choices of the authors I read.’

(English Literature)

encompass a range of learning experiences which need to happen

before the student can fulfil the tasks specified. The methods of

assessment are inherent in the way the SLOs are worded.

An SLO may include reference to examples such as:

‘I can select and use appropriately a wide range of media such as

drawing, painting, printmaking, malleable materials, textiles and

three-dimensional construction. I can also combine different media

to realise my intentions.’ (Art)

The language of SLOs SLOs should be written in a way that encourages active and applied

learning (where possible). The key driver for verb selection should be the

activity required in demonstrating the outcome e.g. compare, categorise,

identify, model, summarise, describe, explain etc.

As much as possible avoid the use of verbs which do not lend themselves

easily to measurable outcomes - such as ‘understand’ and ‘know’. Although

this is not always possible in SLOs which aim to foster changes in attitude

and behaviour (such as in ethics education and education for democracy),

the SLOs could still be written in a way which lends itself to some form of

assessment, such as, ‘I can demonstrate an understanding of the rights and responsibilities of citizenship and the origins, functions and sources of power, authority and governance.’ (Social Studies)

Using the Subject Learning Outcomes Template in the portal

1. The exact title of the Learning Area under which the subject falls. [If the subject falls under more than one Learning Area please insert both].

2. The Subject title. 3. The Learning Area Outcome which is best reflected in the SLOs included in this particular focus. Please use the exact wording of the Learning Area Outcome given in the Learning Area Outcomes document (found on the portal home page). If more than one outcome is reflected choose the two that best reflected. If all apply write ‘All Learning Area Outcomes are reflected in this focus’. If none are directly related leave blank. [NB. please do not write down your own general LO encompassing the focus, Unit No., sub-title or any other information in this space.] .4. The Subject Focus is the topic / theme being addressed by the SLOs within the template.

http://schoolslearningoutcomes.rightbrain-nodes.com

Using the portal

A note on the embedding of Cross Curricular Themes •Embedded in Subject Learning Outcomes •Through Pedagogy (how LOs are taught) •How the school responds to CCTs (policies, practices, extra-curricular activities, initiatives).

When embedding in the SLOS, look out for naturally occurring opportunities, if needed add an example or tweak slightly the SLO Use the symbols and mark the text in Bold

Embedding the CCTs in the SLOs

French I can make requests in the classroom and ask for help in French

Science I can lead a team in an investigation I can use simple word and symbol equations to summarise reactions I can explain the organisation of cells into organs systems and organisms.

Home Economics I understand the ways in which various cultures

regard food, have certain food rules .

I understand the issues of organic and non organic foods and GM crops.

Target Time Frame

THANK YOU