1. Planning learning, teaching and assessment in Broad General Education
S A T P E
Denny High School
Saturday 3 November 2018
For Scotland's learners, with Scotland's educators

2. For Scotland's learners, with Scotland's educators
95% of our children attend local state comprehensive schools. The curriculum is Curriculum for Excellence – a national framework with professional freedom built in for teachers to plan learning that meets the needs of their learners. Local context is important and knowing their children and young people really well is key. And as it says there – the aim is for every school to be excellent in terms of quality and equity.
For Scotland's learners, with Scotland's educators

3. Future jobs and industry: responding to the speed of change.
Skills Development Scotland
With your shoulder partner….discuss
What are the implications for physical education, physical activity and sport?
What are the implications for the children and young people in your school?
What are the implications for your role today, and in the future?
For Scotland's learners, with Scotland's educators
95% of our children attend local state comprehensive schools. The curriculum is Curriculum for Excellence – a national framework with professional freedom built in for teachers to plan learning that meets the needs of their learners. Local context is important and knowing their children and young people really well is key. And as it says there – the aim is for every school to be excellent in terms of quality and equity.
For Scotland's learners, with Scotland's educators

4. Subjects Responsibility of All
Health and wellbeing
Subjects Responsibility of All
Food and health
Personal and Social Education
Physical Education
Next steps in learning Evaluating progress
For Scotland's learners, with Scotland's educators

5. Planning learning, teaching and assessment
Group Es and Os together in ways which best suit learners
Do not ‘tick off’ the Es and Os separately
Take a collegiate approach to moderation of planning learning, teaching and assessment
Work together with colleagues to review and reduce unnecessary bureaucracy
For Scotland's learners, with Scotland's educators

6. Planning learning, teaching and assessment
Periodically use assessments to sample and pull together learning in a joined-up way
Moderate assessment judgements by taking account of sample evidence to discuss standards and progress
Use the Benchmarks to help monitor progress and support overall professional judgement of when a learner has achieved a CFE level
For Scotland's learners, with Scotland's educators

7. Ideas for moderation activities
Moderating planning:
Plan in a trio with colleagues from different stages within the same level (using the same bundle of Es and Os/Benchmarks)
Gather evidence from 3 learners
Bring along evidence from 3 learners
Review evidence against the standards within the Es and Os and Benchmarks with colleagues, focusing on standards and progression within the level
Moderating planning:
Identify a particular area (eg subject or IDL)
Plan in a trio with colleagues from different stages within the same level (using same bundle of Es and Os)
Gather evidence from learners
Bring along evidence from 2 learners
Review evidence with colleagues, focusing on standards and progression within the level
For Scotland's learners, with Scotland's educators

8. Universal Support Glow (moderation hub) Overarching page
Sections ES resources, link to improvement hub, moderation cycle (research…)
Moderation cycle has:
Explanation
Presentation
Workshop
Self-evaluation
Moderation documents
Notes for presenter:
For Scotland's learners, with Scotland's educators

9. Assessment and Moderation – Key Messages
When considering achievement of a level, learner evidence will demonstrate breadth, challenge and application, but will not capture everything…
Focus on ‘understanding standards’
Practitioners to familiarise themselves with Benchmarks, using them to support assessment in local contexts, taking account of school improvement priorities.
Benchmarks should be used to review the evidence gathered to determine if the expected standard has been achieved
For Scotland's learners, with Scotland's educators

10. Skills and attributes that support learning through performing in PE
Significant Aspects of Learning in Physical Education
Movement skills, Competencies and Concepts HWB 21-22a Cooperation and competition HWB 23a Evaluating and appreciating HWB 24a
Simple
Predictable
Self paced
Limited repertoire of skills
Limited pressure
Progressive learning contexts as the learner develops capacity and competence
Complex
Unpredictable
Externally paced
Wide repertoire of skills
Pressure of increased variables with less time to respond
The significant aspects of learning in physical education should be regularly revisited through a broad range of relevant and realistic learning experiences across all levels
Cognitive Skills
Physical Competencies
Physical Fitness
Personal Qualities
Skills and attributes that support learning through performing in PE
focus and concentration
cue recognition
sequential thinking
prioritising
decision making
multiprocessing
problem solving
creativity
kinaesthetic awareness
balance & control
coordination & fluency
rhythm & timing
gross & fine motor skills
motivation
confidence & self esteem
determination & resilience
responsibility & leadership
respect & tolerance
communication
stamina speed core stability & strength flexibility

11. Significant aspects of Learning (SALs)
provide a common mission for all teachers and leaders to make appropriate choices about learning and pedagogy based on the needs of their learners
know which of the SALs learners need the most
create learning and teaching that addresses those needs
support learners to progress in those areas
The key difference is the focus on ‘understanding standards’ and not on achievement of a level. This is because there is a national requirement to report on achievement of a level in literacy and numeracy only.
and…. when practitioners engage with other curriculum area Benchmarks, the expectation is different for Primary and Secondary sectors – explained in the following two slides.
For Scotland's learners, with Scotland's educators

12. Use of assessment
“You can enhance or destroy students’ desire to succeed in school more quickly and permanently through your use of assessment than with any other tools you have at your disposal.”
Richard Stiggins
The key difference is the focus on ‘understanding standards’ and not on achievement of a level. This is because there is a national requirement to report on achievement of a level in literacy and numeracy only.
and…. when practitioners engage with other curriculum area Benchmarks, the expectation is different for Primary and Secondary sectors – explained in the following two slides.
For Scotland's learners, with Scotland's educators

13. Models for assessment
The key difference is the focus on ‘understanding standards’ and not on achievement of a level. This is because there is a national requirement to report on achievement of a level in literacy and numeracy only.
and…. when practitioners engage with other curriculum area Benchmarks, the expectation is different for Primary and Secondary sectors – explained in the following two slides.
For Scotland's learners, with Scotland's educators

14. Most assessment is ‘real time’ and formative
Most assessment is ‘real time’ and formative. “Formative assessment is the process used by teachers and children/young people to respond to and improve learning during the learning.” Cowie and Bell (2009)
Our bread and butter……
For Scotland's learners, with Scotland's educators

15. Streamline assessment
Review and reduce the assessment burden where this exists Know where the evidence is. LEARNERS ARE OUR EVIDENCE!! Learning, teaching and assessment are one. A blended, active experience for learners Remember: improving children’s progress happens in practice not on paper!
For Scotland's learners, with Scotland's educators

16. Supporting professional judgement
Say Write Make Do
Using formative assessment with summative assessment to identify next steps in learning
A twelve year journey through Broad General Education
ACTIVITY: Take 5 minutes: Read through Early – Fourth level narratives
For Scotland's learners, with Scotland's educators

17. Professional judgement
Can they?
Or can’t they?
Can they consistently?
Can they in familiar and unfamiliar?
How much and how well?
For Scotland's learners, with Scotland's educators

18. Supporting professional judgement
There is not an expectation that practitioners will replicate the activities highlighted in the video clips for learners in their own establishment.
In addition, when viewing the video clips, it should be recognised that while they ‘signpost’ a particular aspect of learning they also capture more than just the intended sequences. Consideration of this should be part of the professional dialogue which is generated by the clips.
For Scotland's learners, with Scotland's educators

19. Supporting professional judgement
The video clips can be used in conjunction with the Benchmarks to support teachers to understand standards and identify children's and young people's next steps in learning.
Supporting professional judgement
For Scotland's learners, with Scotland's educators

20. Activity
In 3s/4s:
Discuss what other significant aspects of learning are captured in the clip
Discuss the ‘standards’ offered by the clip. Share what you understand the standards (of a holistic performance) to be for that level
For Scotland's learners, with Scotland's educators

21. For Scotland's learners, with Scotland's educators