“School Systems should base their curriculum not on the idea of separate subjects, but on the much more fertile idea of disciplines … which makes possible a fluid and dynamic curriculum that is interdisciplinary”

Sir Ken Robinson

Progression Frameworks

NQT Session 7: DCC Pedagogy TEAM

Holidays!

Positive change

Considering ideas for enquiry

Using the enquiry to benefit my pupils

Seeing results

Trying out new strategies

Looking at something in more depth

Improving my teaching practice

Researching what works/doesn’t work for my class

Pedagogy team catalogue

Tripps steps/tool

Research links - Ed Scot prof learning

PDSA cycle

STAM aim

Examples from last year

We are all in the same boat

Don’t think too big!

Tripps Critical Reflection Tool

STAN

PDSA

A rough plan of where to start

Reflection from Teaching Cycle

Brain, dump, fill

Retrieval Practice technique

GTCS Standards:

2.1.3. Have a depth of knowledge and understanding of curriculum design

• theory and practical skills required in curricular areas as set out in current national and local guidelines
• curriculum content and its relevance to the education of every learner

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2.1.4. Have a depth of knowledge and understanding of Planning for Learning, Teaching and assessment.

• how to plan for effective assessment, teaching and learning, individually and collaboratively, across different contexts, and in order to support the needs of every learner

Moderation Cycle

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Why use Progression Frameworks?

The frameworks are a tool to provide guidance for learning progression across the BGE through Early - Fourth level. They should be used in conjunction with school planning, tracking and assessment approaches.

The frameworks have been designed with two purposes in mind:

• to inform teacher judgements about an individual learner’s progression through each curricular area.
• to assist in the moderation of each curricular area for effective planning of learning, teaching and assessment.

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Group task

In order to progress within a level, learners should demonstrate confidence, proficiency and security across the three aspects of assessment. BtC5

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What are the 3 aspects of assessment?

Breadth

The number and range of E&Os encountered by the learner

Challenge

The attributes, capabilities and skills which are embedded in learning

Application

How knowledge, understanding capabilities & skills are used in new and unfamiliar contexts so that they become transferable and secure

LI/SC

Short term,

flexible planning

Long term planning,

Bundling

e’s&o’s

on-going/

periodic assessment.

Moderation

Medium term planning

Progression Frameworks and Curriculum for Excellence

Which Progression Frameworks should we use?

Progression frameworks are effective in developing shared understanding. Any framework you use (or help develop) should be part of the moderation process in your department,stage, school or council. Progression frameworks may come from:

• Curriculum development done within your school, perhaps by a curriculum planning workgroup.
• Curriculum development done with your department, as part of ‘unpacking’ of the E&Os and benchmarks.
• Curriculum development done within your council, to provide council-wide shared understanding of pupil progression across all shareholders.
• Frameworks developed at a national level, e.g. The Numeracy Framework developed by Education Scotland

Ed.Scot Numeracy Framework

Which Progression Frameworks are being used in my setting?

A primary framework might look like:

Which Progression Frameworks are being used in my setting?

A secondary framework might look like:

Progression

Frameworks and

Medium Term

Planning

Primary Exemplar

Challenge Question:

Why has the teacher only highlighted the 1.2 column?

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Group Think Time

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From Framework to Lesson Plan:

Progression Frameworks used - History

Progression Frameworks used - History

Progression Frameworks and Medium Term Planning - History holistic BGE unit plan

What does an Effective Progression Pathway Look Like?

An effective progression pathway not only exemplifies the learners deepening knowledge with a curricular area, but it also exemplifies the exploration, experimentation and application of increasingly complex skills in learning

Skills 4.0 (Skills Development Scotland)

Bloom’s Taxonomy and Progression Frameworks

Quality Assuring a Framework

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When choosing a framework ask yourself one question:

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Does each pathway not only indicate deeping subject knowledge, but also a progression in skills?

Exemplar: Skills Progression Within a Pathway

Application: The learner is choosing, applying, manipulating preparing and producing

Synthesis: The learner is developing, explaining, categorising , planning and preparing

Evaluation: The learner is arguing, assessing, defending, judging and justifying

Signpost to relevant meta skill

Activity: Individual and Professional Dialogue

20 minutes:

Using the framework you brought with you and the planning tool template:

1. Bundle e&os you would like to build a lesson sequence on.
2. Identify the pathways you will assess.
3. Use the lesson planner to plan your learning activities.

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10 minutes:

Take turns to share your lesson scheme idea.

Rest of group to feedback:

1. Do the E&Os bundle well together?
2. Are the pathways chosen appropriate to the lesson activities?
3. Do the lesson activities meet the benchmarks chosen?

Next Session

You will be taught a method of differentiation and will be asked to evaluate a recent lesson against this.

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Please be prepared by thinking about the lesson you would like to discuss.

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Let’s reflect on this term

Two things that have gone well this term

One thing that you have found challenging and

want to continue to work on next term

Evaluation

https://forms.office.com/e/wsKPKRvDem

Please complete by Monday 23rd October