1. Development Team Day 5a October 2009

2. Aim To explore approaches to evaluating the impact of the curriculum on pupil learning

3. Expected Outcomes By the end of the day participants will have: Increased their understanding of how evaluation can lead to improvement in pupil learning Explored the use of action research as a tool for monitoring and evaluating the impact of the changes in curriculum on pupil learning Considered a process for evaluating the impact of the curriculum which can be carried out in individual schools.

4. 5a Further exploration of the processes of monitoring and evaluation Preparation for school-based action research 5b Learning for Life and Work 5c Action-based research outcomes and implications Development Team

5. Programme 9.15 - 9.30 Registration 9.30 - 10.30 Session 1: The Rationale for evaluating the impact of curricular change on pupil learning 10.30 - 11.00 Coffee 11.15 - 12.30 Session 2: Action Research process 12.45 - 1.30 Lunch 1.30 - 3.00 Session 3: School Planning for Action Research

6. Setting the Context ‘School self-evaluation and self-improvement (with support) are at the heart of the policy. We believe that schools themselves, through honest and open engagement in self-evaluation, using effectively the wide range of data and information available to them, are best placed to identify areas for improvement and to implement changes that can bring about better outcomes for pupils.’ Ref: Every School a Good School: A Policy for School Improvement

7. High Quality Teaching and Learning ‘ An emphasis on literacy and numeracy exists across the curriculum.’ ‘Assessment and other data is used to effectively inform teaching and learning across the school and in the classroom and to promote improvement.’ ‘Rigorous self-evaluation is carried out by teachers and the whole school, using objective data and leading to sustained self-improvement’ ‘Teachers reflect on their own work and the outcomes of individual pupils.’ Ref: Every School a Good School: A Policy for School Improvement

8. Core Question What impact has curriculum change had on pupil learning in our school?

9. Where are we now after 3 years of development work in relation to the statutory curriculum? Plan Units of work in place Do Changes in approaches to teaching and learning Review What processes have you used to review practice at departmental and whole school levels?

10. Activity 1 Have pupils become ‘better’ learners as a result of curriculum development? Give examples. How do you know? What evidence do you have? What process/s are you currently using to gather data or evidence to evaluate the impact of any curriculum changes on pupil learning?

11. Monitoring Using the Action Research Process

12. The Action research process: Critical (and self critical collaborative enquiry by Reflective practitioners being Accountable and making results of their enquiry public, Self evaluating their practice and engaged in Participative problem solving and continued professional development Zuber-Skerritt, 1992

13. Why Use the Action Research Process? Promotes teacher consensus on learning and teaching Promotes shared understandings and approaches Actions are developed within, and for a specific school context Members of the school community are more committed to actions that they themselves develop, share and monitor

14. Why Use the Action Research Process? Actions are refined and improved through the cycle ie promotes improvement Change is owned and managed by the participants The whole school community (pupils, staff and parents) can take part which builds trust and support Start small and develop Support from outside can be invited in.

15. Time for ….

16. Action Research: Independent Learning Possible Questions: What impact have the independent learning strategies implemented had on pupil learning? Is the pupil learning more effective as a result? What teaching strategies are most effective?

17. Independent Learning: Quality Indicators Pupils can: plan how they will achieve their learning goals/targets seek appropriate help in working towards their goals/targets work well without supervision produce differentiated outcomes improve their own work identify areas for development Pupils are: clear about what they have to do to make progress able to review their progress able to proof read and correct own work Pupils: show initiative and take responsibility

18. What Evidence? Samples of pupils work at different stages draft finished Class discussion whole class, group and individual Teacher observation Pupil self-evaluation questionnaire …

19. Collecting Data interviews portfolios diaries field notes audio tapes photos memos questionnaires focus groups anecdotal records checklists journals classroom observation individual files minutes of meetings video case studies surveys records – tests, report cards, attendance self-assessment samples of student work and projects, pupil performance pupil pursuit ………..

20. Activity 2 Plan action research addressing each of the 5 stages and focusing on the impact on pupil learning of one of the following: Aspect of Assessment for Learning Active learning Aspect of Thinking Skills and Personal Capabilities Connected Learning Aspect of Cross Curricular Skills

21. Debrief Share the plans Feedback on issues arising from this process

22. Lunch 12.40 pm to 1.30 pm Lunch will be served in the cafeteria at the rear of the Ulidia building Time for ….

23. Curriculum Implementation: Area for Improvement The characteristics in the less effective practice are: ‘the absence of evaluative information and evidence to chart the progress and development of the children and young people’s skills, knowledge and understanding and to inform future direction or action planning.’ Ref: ETI An Evaluation of the Implementation of the Revised Curriculum in Primary, Special and Post-Primary Schools 2008

24. Activity 3: School Planning Develop an action plan to bring this process forward in your school

25. IDENTIFY THE FOCUS GATHER, ANALYSE AND INTERPRET DATA EVALUATE OUTCOMES DEVELOP A PLAN PLAN FOR FUTURE ACTION Monitoring Using the Action Research Process

26. Steps: Where will you be? Short term: By Halloween Medium term: By Easter Longer term: By the Summer term (report back DT5c)