1. Transforming lives through learning (NOT GRAHAM LOGAN) Evaluating and Improving our Curriculum

2. Transforming lives through learning Inspection Advice Note 2014-15  year of ‘consolidation’ in terms of expectations  reducing bureaucracy  clear strategy for assessment  planning progression  skills for learning, life and work

3. Transforming lives through learning your primary curriculum  rationale: clear, compelling story of how you have designed the curriculum; vision; purpose  programmes and courses: best possible progression for all children across all curriculum areas  transitions: designed to ensure continuity in learning  four contexts for learning/totality of the curriculum helps all children to achieve as well as they can

4. Transforming lives through learning

5. tracking and monitoring Your analysis and intervention to help every child make the best possible progress, based on a range of assessment evidence.

6. Transforming lives through learning your school assessment strategy  purpose and principles of assessment  links between learning, teaching and assessment  place of formative assessment  range of assessment methods  place of summative or standardised methods  arrangements for moderation  arrangements for tracking and improving children’s progress  reporting, recognising achievement, profiling

7. Transforming lives through learning ‘Many organisations are over-communicating and under-conversing.’ Richard Reeve

8. Transforming lives through learning strong self-evaluation is often…  precise and focused  forensic in the analysis of children’s progress  practice-based rather than just paper-based  able to generate specific strengths and areas for improvement, for example in relation to active learning Prioritises time and energy on learners’ experiences and outcomes. Ensures low internal variability in core areas.

9. Transforming lives through learning ‘Mountains of bumph are no substitute for clarity.’

10. Transforming lives through learning professional dialogue  criticality  challenging, questioning, debating  identify, conceptualise and define  best practice or best problems?  apply your skills in enquiry to professional dialogue in your school and cluster

11. Transforming lives through learning http://www.educationscotland.gov.uk/resources/e/evaluatingandimprovingourcurriculumprimary/introduc tion.asp?strReferringChannel=educationscotland&strReferringPageID=tcm:4-713590-64

12. Transforming lives through learning http://www.educationscotland.gov.uk/learningteachingandassessment/assessment/progressandac hievement/professionallearningresource/curriculum/languages/literacyandenglish/progress.asp

13. Transforming lives through learning http://www.educationscotland.gov.uk/video/r/reducingteachersplanning.asp?strReferringChannel =educationscotland&strReferringPageID=tcm:4-615801-64

14. Transforming lives through learning http://www.educationscotland.gov.uk/keycfesupport/index.asp

15. Transforming lives through learning http://www.educationscotland.gov.uk/resources/p/polaar/introduction.asp?strReferringC hannel=educationscotland&strReferringPageID=tcm:4-615801-64

16. Transforming lives through learning major deliverables 14/15  HGIOS 4  Opening Up Great Learning series  refresh of Glow  more examples of planning progression  new range of e-bulletins, including monthly digest for headteachers

17. Transforming lives through learning

18. To what extent are the ways in which we gather information on children’s progress manageable for staff? To what extent do we track what children know, understand and can do? How do we ensure that the evidence we use for tracking and monitoring clearly shows children’s progress? To what extent are we developing a shared understanding of what good progress look like in all curriculum areas? To what extent do our tracking and monitoring approaches support improvements in children’s progress? How well does our monitoring and tracking system allow senior managers to have a clear overview of young people’s progress across the school? How often are young people involved in dialogue about their progress? To what extent are the ways in which we gather information on children’s progress manageable for staff? To what extent do we track what children know, understand and can do? How do we ensure that the evidence we use for tracking and monitoring clearly shows children’s progress? To what extent are we developing a shared understanding of what good progress look like in all curriculum areas? To what extent do our tracking and monitoring approaches support improvements in children’s progress? How well does our monitoring and tracking system allow senior managers to have a clear overview of young people’s progress across the school? How often are young people involved in dialogue about their progress? What does progression look like in my school?