Learning and Teaching Strategy

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1 Learning and Teaching Strategy Curricuum for Exceence Produced by Gasgow City Counci Copyright May 2009 Buiding on Success Aiming for Exceence

2 Learning and Teaching Strategy Contents 1. Introduction and background 2. Framework 3. Key principes 4. Vision vaues and aims 5. Cimate and reationships 6. Learning and teaching approaches 7. Panning 8. ICT 9. Wider achievements 10. Assessment 11. Meeting earning needs 12. Transition arrangements 13. Partnership with parents and carers 14. Quaity assurance and sef evauation 15. Continuous professiona deveopment 16. Appendices Gasgow City Counci, Curricuum for Exceence BUILDING ON SUCCESS AIMING FOR EXCELLENCE

3 1. Introduction and Background For the first time ever, Scotand has a singe curricuum for a chidren and young peope -18. This Curricuum for Exceence wi aow for greater opportunity and choice to hep young peope reaise their individua taents. It provides opportunities to impement a whoe range of initiatives in a coherent manner incuding, Enterprise, Citizenship, Heath Promoting Schoos, Arts and Cuture, Assessment is for Learning and Sustainabe Deveopment. It aso opens up the possibiities of exporing, recognising and ceebrating the wider achievements of chidren and young peope and ensuring deep and meaningfu earning for a. EducationServices/curricuumandteachingmatters.htm A Curricuum for Exceence, Scottish Executive, November 004 outines the principes and purposes for education from 18 in Scotand. Our aspiration is to enabe a chidren to deveop their capacities as successfu earners, confident individuas, responsibe citizens and effective contributors to society. In the 1st century we are preparing chidren and young peope for a future word that we don t yet know, for jobs that don t yet exist and for a ife that may be very different to today s way of iving. The technoogica and information age has had a huge impact on a our ives and wi continue to do so we into the future. Gasgow s chidren and young peope deserve to be given the best possibe opportunities to deveop skis and attitudes which wi serve them we throughout their ives. These incude the abiity to be probem sovers, to be creative and adaptabe to a changing environment, to appy new knowedge, to work and interact we with others and to be resiient in the face of adverse circumstances. Our chaenge is: to raise attainment and achievement for a chidren and young peope in Gasgow to prepare chidren and young peope for a changing and uncertain future ensure we put no imits on chidren and young peope in terms of their ambition and aow them to become confident and responsibe members of society to give chidren and young peope skis, concepts and knowedge to be abe to access a sustainabe, or and prosperous future. We know that the quaity of teaching and the reationship between teacher and chid or young person is critica in ensuring the effectiveness of the earning experience and we aim to champion an aspirationa approach for our young peope. Therefore it s imperative that Gasgow sets out its phiosophy in reation to earning and teaching and provides a framework for the deveopment of earning and teaching in the 1st century to take forward positive, transformationa change. Where effective earning and teaching is taking pace this wi have a positive impact on raising attainment and achievement. In the preparation of this statement, staff, chidren and parents across the city were consuted on their views about earning and teaching. It is the voice of a these stakehoders which informs our earning and teaching strategy. Gasgow City Counci, Curricuum for Exceence BUILDING ON SUCCESS AIMING FOR EXCELLENCE

4 2. Framework Framework for Gasgow s Learning and Teaching Strategy Ethos and Cimate for Learning Quaity Assurance and Sef Evauation Vision, vaues and aims Learning and Teaching Successfu earners Confident Individuas Responsibe Citizens Effective Contributors Assessment Continuous Professiona Deveopment Meeting Learning Needs 4 Gasgow City Counci, Curricuum for Exceence BUILDING ON SUCCESS AIMING FOR EXCELLENCE

5 3. Key principes Our Key Principes are to: Put chidren and young peope firmy at the centre of earning Listen and take account of the voice of chidren and young peope Enabe a chidren and young peope to become successfu earners, confident individuas, responsibe citizens and effective contributors Support estabishments in creating a caring, successfu environment for earning which promotes we being and respect Ensure there is a hoistic, muti-agency approach to earning and teaching to ensure we get it right for every chid Impact positivey on the ife chances of a chidren, young peope and famiies in Gasgow. Continue to raise standards of achievement and attainment for a earners and promote and recognise broader achievements more expicity Engage young peope in the highest quaity earning activities, aowing them to become more confident in their earning by being given appropriate support and chaenge Match the earning needs of individua earners and groups with differing abiities or aptitudes and improve opportunities for fexibiity and choice within the curricuum Take into account the perspective of our chidren and young peope, inking new knowedge to prior earning and engage them in active experientia and contextuaised earning Buid capacity to aow staff to become eaders of earning, researching and refecting on their own performance Aow heads of estabishments to base the curricuum on a cear rationae with shared aims, vision and vaues, setting the strategic direction which is ambitious and chaenging We wi put chidren and young peope firmy at the centre of earning and teaching. Gasgow City Counci, Curricuum for Exceence BUILDING ON SUCCESS AIMING FOR EXCELLENCE

6 4. Vision, Vaues and Aims A Gasgow City Counci educationa estabishments and services wi have their own statement on Vision, Vaues and Aims. Vaues reate to the way a the peope in the schoo community treat each other and what they aim to achieve for each other, for the schoo and for society as a whoe HMIe Journey to Exceence Heads of estabishments wi work together with staff, parents, earners and other partners to estabish an aspirationa and dynamic vision for the schoo and the community. At its heart shoud be the provision of the highest quaity earning and teaching. The vision wi focus on outcomes which are in ine with oca and nationa priorities and the curricuum for exceence. Any significant oca circumstances shoud aso be taken into account. Attainment resuts Achievement in the wider sense Observations of cassroom and payroom practice the quaity of earning The views of various stakehoders Impact of any initiatives that have been impemented The estabishment improvement pan wi focus on the steps and actions that are needed to achieve the outcomes. generainfo.htm SociaWork/ServiceObjectives/ EducationServices/Pans_Performance/ Heads of estabishment wi seek to incude in the vision, statements about fairness, toerance, mutua respect and incusion and not ony share this with the estabishment community but reguary revisit the vision based on what the estabishment knows about itsef. From this shared vision, the estabishment wi be abe to identify a number of improvement priorities, defined as outcomes for earners. The outcomes for earners wi take into account the curricuum for exceence, quaity indicators in HGIOS, The Chid at the Centre and the wide range of data that is aready avaiabe to the estabishment, incuding: Gasgow City Counci, Curricuum for Exceence BUILDING ON SUCCESS AIMING FOR EXCELLENCE

7 5. Cimate and Reationships Trusting, friendy reationships and a positive cimate where everyone fees respected, incuded and vaued is a good starting point for successfu earning. Staff interactions with chidren and young peope shoud show that they have a good understanding of their earning, interests and deveopment. Staff who are good at creating an engaging and empowering cimate for earning, promote a sense of order and security and buid positive, open reationships. They have high expectations, avoid excess stress and tension, engage young peope in what they are earning and use rewards judiciousy. Where the earning cimate is positive, staff trust young peope and give them responsibiity. Estabishments wi have high expectations and provide a high eve of support for a, ensuring that chidren fourish in a safe environment where everyone understands their responsibiities for the care, heath and webeing of a chidren and young peope. Gasow s Teaching for Effective Learning intranet site supports continuous professiona deveopment in earning and teaching for a staff. More information on cassroom cimate can be found in The Teachers tookit, e.g. Catch them being good I can t do it yet! Joharis window Positive thinking Smarts Stop the noise Reationships Matter! Underpinning the outcomes in a curricuum for exceence and success in earning is the expectation that a Gasgow education estabishments wi create a positive, supportive and encouraging ethos aowing for improved reationships and behaviour. 0Downoad%20pdf.htm Cassroom%20Cimate.htm Gasgow City Counci, Curricuum for Exceence BUILDING ON SUCCESS AIMING FOR EXCELLENCE

8 6. Learning and Teaching Approaches Learning and teaching are at the heart of an effective curricuum. We now know much more about how chidren and young peope earn and it s imperative that we a understand that how we teach is as important as what we teach. Young peope deserve the very best in powerfu earning experiences and in order to provide that we have to revisit our pedagogy and methodoogies and give greater scope to teachers to exercise their professiona expertise. Heads of estabishment shoud discuss with a staff how best to capitaise on what we do we aready and how we can improve and be more creative in our earning and teaching. With the impementation of a curricuum for exceence it wi be the responsibiity of a teachers to raise attainment in iteracy and numeracy as we as promoting heath and we being with a earners. Young peope wi be supported in recognising their own earning stye and wi be provided with a tookit of strategies to support them to be ife ong earners. These coud incude: note taking strategies thinking skis organisationa skis and effective study skis In every estabishment chidren and young peope wi be supported to become eaders of their own earning, either individuay or in groups. When chidren are independent earners they take responsibiity, are more intrinsicay motivated to succeed and deep earning is more ikey to take pace. Where co-operative and coaborative working is promoted, staff wi find that young peope appreciate the socia support of their peers, retention of knowedge is improved and there is more on task behaviour. Estabishments wi have an increased focus on the science of earning, incuding: how the brain works mutipe inteigences critica thinking skis gender in education and different earning styes Raise the bar and cose the gap for a Michae Fuan 8 Gasgow City Counci, Curricuum for Exceence BUILDING ON SUCCESS AIMING FOR EXCELLENCE

9 6. Learning and Teaching Approaches Estabishments wi continue to focus on the key business of improving the cassroom earning experience and pedagogy. The Journey to Exceence, HGIOS and Chid at the Centre quaity indicators wi be used to stimuate refection, sef evauation and panning. We wi buid on work on: Teaching for Effective Learning strategies Fexibe and creative, aowing for personaisation of earning Aow for choice, chaenge and chances Based on up to date educationa research Coaborative and co-operative, promoting quaity socia interaction between chidren and young peope Learning through Pay Rich tasks Storyine approach Contextuaised, cognitive and active earning Probem soving approaches Active and creative use of ICT Active earning in a context, and the Assessment is for Learning principes High expectations and high aspirations for a! Learning and teaching approaches shoud be: Focused on the earner We panned, considering outcomes, earner s interests and prior knowedge Enjoyabe, reevant and incusive enhancing the experience, achievement and attainment of our most vunerabe chidren and young peope Active and fun, aowing young peope to become probem sovers in a supportive and stimuating atmosphere Gasgow City Counci, Curricuum for Exceence BUILDING ON SUCCESS AIMING FOR EXCELLENCE

10 6. Learning and Teaching Approaches When promoting TfEL in the cassroom, a variety of key aspects need to be considered: Contextuaised earning that is active, coaborative and cognitive The Good Lesson Cyce (Gasgow s mode of acceerated earning) The earning cimate 1. Connecting the earning A earning is about seeking and securing connections to what we aready know, what we woud ike to know and what we have shared as part of our earning together (ALPS) A variety of earning approaches Thinking routines Technoogies and the earning to earn tookit. The most important singe factor infuencing earning is what the earner aready knows. Ascertain this and teach him accordingy The Good Lesson goodesson.htm has been deveoped to hep staff deiver essons that take account of the big messages required for effective earning and teaching. Every good esson has parts: a beginning, midde and an end. Within this framework are the components of the acceerated earning cyce: 1. Connect the Learning. Learning Outcomes and Success Criteria. Active Learning 4. Demonstrate Understanding. Review and Reca (Ausube et a, 1978) In order that we embed earning securey, it is essentia that we make connections with what our chidren and young peope aready know. They wi be more receptive to new knowedge if a esson begins with an activity which heps them to switch on to concepts with which they are aready famiiar. By making connections, chidren and young peope wi be more engaged in earning. They wi be confident in demonstrating what they aready know and thus more motivated to take part in what is to foow. Beginning the esson or earning experience with a stimuating activity which is chid centred and invoves eves of participation wi ensure that a chidren and young peope are on board from the start. 2. Learning outcomes and success criteria Sharing the earning outcomes and success criteria is a key approach in formative assessment. For earning to be purposefu, we need to know 10 Gasgow City Counci, Curricuum for Exceence BUILDING ON SUCCESS AIMING FOR EXCELLENCE

11 6. Learning and Teaching Approaches Why we are earning What we are earning Cognitive I ve How we wi be successfu. Sharing the earning outcomes keeps chidren and young peope motivated and focused on the earning as opposed to the task or activity. Success criteria ets chidren and young peope know exacty how their work wi be judged and ensure meaningfu feedback reated directy to the earning. Together outcomes and success criteria encourage greater independence and a sense of responsibiity for earning. 3. Active earning What makes a good esson Active, Coaborative and Cognitive? asked questions answered questions thought of ideas offered soutions refected on my earning 4. Demonstrate understanding Encourage chidren and young peope to show what they know and understand in a variety of ways: Expain to a partner Be the teacher Write Debate Draw / abe Mode Active Mindmap Make a poster I ve Present / show Questions and answers been invoved istened to others taken responsibiity expained to others worked things out Have a fina product Coaborative I ve worked in a team shared ideas contributed taken turns shown respect 11 Gasgow City Counci, Curricuum for Exceence BUILDING ON SUCCESS AIMING FOR EXCELLENCE

12 6. Learning and Teaching Approaches 5. Review and reca Studies have shown the effect of Primacy and Recency on earning. At the beginning of a esson chidren and young peope are aert and ready to earn. If the esson is not stimuating or varied enough, earning decreases rapidy and earning wi pateau at a very ow eve. Towards the end of the esson chidren and young peope become more aert and ready to retain earning. Aways aow minutes at the end of a esson to review earning Refer back to earning outcomes and success criteria throughout a esson to aow teachers and chidren and young peope to assess earning Recap on the main earning points. Make sure key questions have been asked and expored. Recap key vocabuary Provide opportunities for chidren and young peope to work together coaborativey and be activey invoved in the review process Look forward and connect to the next esson Wherever possibe make it fun! Active The Good Lesson Context for Learning Coaborative We earn best when: We fee at ease within a positive and encouraging earning cimate; Learning is connected to what we aready know; The contexts for earning are reevant and enjoyabe; We are cear about what and how we are expected to earn; We are activey invoved in, and fee responsibe for, our own earning; Time is given to think about what we have earned and we get the chance to demonstrate our thinking and understanding; We know what steps to take to improve and we can review and refect on what we have earned. Having estabished the good esson framework, the TfEL methodoogy adopts a contextuaised active, coaborative and cognitive approach to earning that is reevant, meaningfu and promotes enjoyment. promotionofactiveearning/index.asp Chidren and young peope are given the opportunity to work on rea-ife or imaginary situations that impact not ony on their earning in the cassroom and payroom but aso reate to the rea word. When chidren can make connections to their own ives, they are more motivated. Learning then has a purpose and is meaningfu and reevant to the earners. Staff shoud provide as meaningfu a context as possibe; if not rea then as cose to rea. (Imaginary) Cognitive 1 Gasgow City Counci, Curricuum for Exceence BUILDING ON SUCCESS AIMING FOR EXCELLENCE

13 6. Learning and Teaching Approaches Chidren and young peope are given the opportunity to work coaborativey and share responsibiity for competing tasks and achieving outcomes. Learning coaborativey is motivating to many chidren. We are a socia beings and coaboration is a natura activity. We tak, isten, share ideas, hep, support, chaenge and motivate each other without consciousy thinking about it. Incorporating opportunities for coaboration into essons and earning experiences capitaises on this natura tendency and makes earning more effective. Working as a team prepares chidren and young peope for the kind of coaboration that is necessary in today s workpace. It is enjoyabe, motivating and aows chidren to express their thinking to a sma group of peers rather than to an entire cass. This benefits those young peope for whom a pubic dispay of earning can be inhibiting. The Teachers tookit for working as a team incudes: 4 heads are better than 1 Brainstorming Caing cards Carouse brainstorming Group roes Jigsaw Pairs to 4 s Think pair-share Timers Work as a team Coaborative%20Learning.htm The earning contexts are chaenging and hep earners deveop their thinking. It is important to encourage chidren and young peope not ony to think but aso to think about their thinking. The more chidren are asked to do for themseves, the more they need a refective attitude and refective skis. Through the teaching of thinking skis, chidren and young peope can be equipped with knowedge on how to think when approaching tasks and probems, especiay during a coaborative process. The Teachers tookit for thinking incudes: 1. Thinking routines. Search for meaning. Creative thinking 4. Probem soving. Critica thinking. Decision making 1 Gasgow City Counci, Curricuum for Exceence BUILDING ON SUCCESS AIMING FOR EXCELLENCE

14 6. Learning and Teaching Approaches Thinking Routines TfEL promotes a cuture of thinking in the cassroom. Based on the work of David Perkins, Professor of Education, Harvard and Dr Margaret Kirkwood, Strathcyde University, thinking skis are perhaps the most important toos to be taught and made expicit in the cassroom.. I used to think, but now I think is a routine for refecting on how and why our thinking has changed and. What makes you say that? is an interpretation with justification routine. Learning is a consequence of thinking, David Perkins Chidren and young peope shoud fee secure about expressing their opinions openy and staff shoud mode good thinking, using the anguage of thinking and heping pupis to become more metacognitive. There are routines which can be used across a variety of contexts, in groups or by individuas. They enhance earning and aow chidren and young peope to think creativey and criticay. 1. The Circe of Viewpoints is a routine for exporing diverse perspectives,. Compass Points is a routine for examining propositions,. See/Think/Wonder is a routine for exporing works of art and other interesting things, Questioning Questioning is at the heart of an effective earning environment. A good questioning cimate is one that activates understanding and thinking and focuses on the deveopment of earning rather than a test of reca. Aied with varied teaching approaches, our chidren and young peope wi be exposed to a range of experiences that promote active earning by making earners think and ask questions. Panned activities wi therefore promote a high eve of interaction and invovement to ensure that earning and teaching is motivating, stimuating and reevant to the earners needs. ICT is a key eement here in enriching, motivating and supporting earning. Such variety in teaching approaches and activities can cater for the different earning styes present in the cassroom (Visua, Auditory and Kinaesthetic). Boom s Taxonomy Leves of questioning / thinking 4. Think/Pair/Share is a routine for active reasoning and expanation,. Think/Puzze/Expore is a routine that sets the stage for deeper inquiry, High eve thinking Low eve thinking Evauation Synthesis Anaysis Appication Comprehension Litera 14 Gasgow City Counci, Curricuum for Exceence BUILDING ON SUCCESS AIMING FOR EXCELLENCE

15 6. Learning and Teaching Approaches The Teachers Tookit for Questioning incudes: Answer and pass on Boom s taxonomy CUBE Language of questions No hands up Thumbs Use a picture Wait time Wipeboards htm understanding of the purposes of the essons and so that they know how to improve and become successfu. Good Questioning techniques woud be used to engage earners in the thinking process with sufficient discussion time and/or wait time. Chidren and young peope wi be given the opportunity to work coaborativey. Group roes might be used and techniques such as Carouse Brainstorming and Jigsawing. Learners wi be given opportunities to demonstrate their earning and be invoved in the evauation and assessment process. This coud be through the use of earning ogs, wipe boards and sef & peer assessment techniques. Learning to Learn Tookit Gasgow s Learning to Learn Tookit is a key eement of the TfEL methodoogy. If chidren and young peope are to be at the heart of the earning process and become sef sufficient, then they need to be equipped with a set of toos to hep them become better earners. Encompassing techniques and strategies, the Learning to Learn Tookit provides young peope with a ski set of ife ong earning. The earning techniques wi hep young peope work more effectivey as a team as we as deveoping individua skis and heping them to take responsibiity for their own earning. Tookit usage shoud be evident in the cassroom. For exampe, staff might use Think, Pair, Share at the start of a esson to Connect the Learning. There woud be evidence of The Learning Outcomes and Success Criteria being shared with chidren and young peope to ensure Taking Learning Outdoors Chidren and young peope wi aso be given opportunities to achieve outside the cassroom and payroom, incuding opportunities to take responsibiity in other areas of schoo ife and in the ife of the wider community. Estabishments wi refect on the opportunities they give to chidren and young peope for outdoor pay and earning experiences. The outdoor pay space can be a natura extension of the indoor environment and provides a wide range of opportunities for forma and informa opportunities for physica activity, improving heath and we being and motivation to earn. Visits to paces of interest away from the estabishment aso provide a richness and coour to cassroom and payroom earning. 1 Gasgow City Counci, Curricuum for Exceence BUILDING ON SUCCESS AIMING FOR EXCELLENCE

16 7. Panning When panning for earning, staff wi focus on the earning outcomes, taking into account the needs and interests of a chidren and young peope. Panning wi be concise and buid on their prior knowedge, aowing for choice and personaisation within the curricuum. Gasgow s Teaching for Effective Learning intranet site provides many exampes of good practice, video cips of effective teaching, witness statements from staff and panning sheets which can a contribute towards impementing a curricuum for exceence. Estabishments wi pan to buid fexibiity and creativity in organising the experiences and outcomes and taking into account oca priorities and circumstances. Doing this wi encourage staff to continue the process of meeting the needs of a chidren and young peope and inking earning to skis for ife. Creativity is possibe in a subjects and areas of the curricuum. This does not mean that the scope for creativity is identica in each area Emerging Good Practice in Promoting (Creativity : HMIe March 2006) Pans wi indicate key earning activities and promote a deeper understanding of the curricuar areas and the inks between these areas incuding: whoe schoo initiatives coaborative working cross curricuar themes interdiscipinary projects interdepartmenta projects cross sectora working probem soving activities These approaches wi enabe chidren and young peope to deveop ife ong or generic skis. 1 Gasgow City Counci, Curricuum for Exceence BUILDING ON SUCCESS AIMING FOR EXCELLENCE

17 7. Panning The Big Picture connecting earning Review, reca and next steps Learning Intention Success Criteria Demonstrate Understanding Active Learning Formative assessment / AIFL strategies 1 Gasgow City Counci, Curricuum for Exceence BUILDING ON SUCCESS AIMING FOR EXCELLENCE

18 8. ICT There is a cear ink between appropriate and effective use of ICT in earning and teaching and increased earner motivation and engagement Fu and creative use of ICT shoud permeate a curricuar areas and be seen as an essentia too in effective earning and teaching, with chidren and young peope deveoping progressive skis throughout their schoo career. HMIe Improving Scottish Education. The Use of ICT in Learning and Teaching 2007 The impact of ICT in earning and teaching cannot be underestimated. A rigorous approach to teaching skis and aowing chidren and young peope to appy these skis in everyday contexts is essentia. Learning is enriched through panned use of ICT. Chidren shoud be encouraged from an eary age to understand and work with: Computers and aptops Interactive smartboards Digita cameras Foor turtes DVD s and recording systems The word wide web Eectronic communication Data bases and spreadsheets Podcasts and bogs Video conferencing 18 Gasgow City Counci, Curricuum for Exceence BUILDING ON SUCCESS AIMING FOR EXCELLENCE

19 9. Wider Achievements Recognition of the wider achievements of chidren and young peope is essentia. Staff can do this when they know their young peope reay we. Estabishments and services can aso begin to ook cosey at the range of activities on offer to chidren and young peope and devise tracking systems to monitor these across the schoo. Estabishments may wish to have discussions with staff about how the they ceebrate the wider achievements of a members of the schoo community. One of the chaenges for us is the need to capture this achievement in a meaningfu way and to ensure that it is vaued as much as quantitative data on attainment. We woud hope to capture the achievements of young peope in a portfoio, a persona pan or in terms of tracking, which recognises, for exampe, some of the foowing: Internationa education and goba citizenship Participation in sports and cutura activities (before; during and after schoo) Citizenship and community activity Cuinary exceence Fucrum chaenge Enterprise education Member of Student Counci; Parent Counci etc Young carers Incusive participation e.g. ooked after chidren; chidren with emotiona and behavioura difficuties accessing the above ASDAN awards Vocationa provision Work experience Duke of Edinburgh Award Scheme 1 Gasgow City Counci, Curricuum for Exceence BUILDING ON SUCCESS AIMING FOR EXCELLENCE

20 10. Assessment 0 Gasgow City Counci, Curricuum for Exceence BUILDING ON SUCCESS AIMING FOR EXCELLENCE

21 10. Assessment Assessment is a powerfu ever to drive forward progress in earning. We need to ensure that our approaches to assessment support the new curricuum and reaise the ambitions of a curricuum for exceence supporting earning and buiding capacity to aow chidren and young peope to improve and progress. A estabishments wi have an assessment poicy which provides cear advice to staff on formative assessment and summative assessment and is concerned with seeking the views of chidren and young peope as we as monitoring data on their performance. Assessment for earning bridges the gap between where a earner is in their earning, and where they need to be the desired goa. Assessment is an integra part of earning and teaching and staff shoud use assessment to work together with young peope and their parents to set future targets and next steps for earning. We can achieve this through processes such as: carifying earning intentions at the panning stage encouraging chidren and young peope to be invoved in panning for earning sharing the earning intentions at the beginnings of essons focus feedback against the earning intentions organise persona targets with chidren based on prior earning effective questioning techniques invoving chidren and young peope in sef and peer evauation sharing earning through the penary ceebrating success in earning Chidren and young peope earn best when they understand ceary what they are trying to earn, and what is expected of them are invoved in and are responsibe for their own earning spend most of the esson activey thinking and doing are abe to discuss their persona targets and the progress they are making towards those targets can expain what they are earning about are given high quaity ora and written feedback about the quaity of their work and what they can do to make it better cear about how to go about making improvements are fuy invoved in deciding what needs to be done next, and who can give them hep if they need it 1 Gasgow City Counci, Curricuum for Exceence BUILDING ON SUCCESS AIMING FOR EXCELLENCE

22 10. Assessment Effective Learning and Teaching Ceebrating success cess and raised sef esteem How am I doing? Formative Assessment Summative Assessmentt Persona earning panning wi invove parents and carers, chidren and young peope and staff in a process which wi focus on what young peope are going to be earning, what evidence of achievements and progress wi ook ike and panning together for the next steps. EducationServices/curricuumandteachingmatters.htm Formative assessment through interactive teaching, combined with summative assessment wi provide chidren and young peope, parents and staff with an accurate picture of how earning is progressing. A partners need to be cear about what the earning goas are and be invoved in setting next steps to meet these goas. Staff wi provide timey and constructive feedback to chidren and young peope and te them how they can improve. Staff wi deveop in chidren and young peope the skis to aow for sef and peer assessment. These are powerfu toos for earners. Staff comments in jotters or pupis work wi have an impact on improving earning, wi be focused on the quaity of the work and have a positive impact on the earning process. Sharing the earning earning partners Gasgow City Counci, Curricuum for Exceence BUILDING ON SUCCESS AIMING FOR EXCELLENCE

23 11. Meeting Learning Needs Schoos pay a centra roe in the ives of most young peope. But they do not do so in isoation from other infuences on young peope s ives. Schoos work with other agencies in heath, socia work, poice and beyond, to give young peope the support they need. That integration of services is vita if we are to meet the needs of young peope. This review recognises the importance of working together with partners and buiding on the foundation of a positive schoo ethos to create a caring schoo community in which young peope are seamessy supported. (Peter Peacock Minister for Education and Young Peope Happy Safe and Achieving their Potentia 2005) The Additiona Support for Learning Act 004 became enshrined aw in November 00. Gasgow City Counci and Greater Gasgow Heath Board wecomed the principes within the egisation. A revised Additiona Support for Learning Poicy, Getting our Act Together Every Chid is Incuded takes into account the need for a poicy on incusion and embraces the above Act as we as the wider additiona support needs of chidren and young peope. EducationServices/swesconsutationpage.htm The head of estabishment is responsibe for the ensuring that Gasgow s ASL Poicy is disseminated and understood by a staff. A muti agency approach must aways be taken to ensure that panning is effective and impacts on the earning of the chidren and young peope invoved. A estabishments wi have a poicy statement, derived from the Counci s poicy on provision for chidren with additiona support needs. This wi take account of the particuar circumstances of the estabishment. The poicy statement wi incude: The identified ASL coordinator in the estabishment The roe of the coordinator in offering advice, support and information to teachers, iaising with SMT, cass teacher, CDO, parents, educationa psychoogists and other agencies The roes of a staff, in supporting the earning of a chidren and young peope An outine of the management of additiona support needs through the mode of staged intervention Arrangements for mediation and dispute resoution Meeting Learning Needs through Staged Intervention There is an identified ASL coordinator in the estabishment to offer advice, support and consutation Panning to meet earning needs is based on the simpe cyce of identifying and assessing, panning together, taking action, reviewing and identifying points for action Gasgow City Counci, Curricuum for Exceence BUILDING ON SUCCESS AIMING FOR EXCELLENCE

24 11. Meeting Learning Needs There are four stages of intervention which aow those working with chidren and young peope to match tasks, activities and resources to meet the needs of a chidren and young peope incuding the more abe chid/ young person At stages one and two, earning needs wi be met within the estabishment, in the payroom and cassroom through coaborative working and panned personaisation of the curricuum. Panning may take the form of persona, group or cass pans At stages three and four, teachers, earning support staff, pupis support assistants, CDOs, visiting teachers and other professionas, iaise reguary with each other to provide a hoistic approach to pan for chidren and young peope with additiona support needs. A muti agency approach is taken to pan for chidren and young peope who are vunerabe or at risk. Panning takes the form of an Additiona Support Pan,(ASP) or Coordinated Support Pan,(CSP.) These pans wi contain both ong term and short term panning outcomes, the contribution of a invoved, and wi be evauated and reviewed reguary A muti agency approach is taken to pan for chidren and young peope who are vunerabe or at risk Parents and carers, chidren and young peope are fuy consuted in the deveopment and review of individua pans There is a recognition that meeting earning needs is the responsibiity of everyone invoved in working with chidren and young peope Gasgow s staged intervention mode: Stage 4 Muti-Agency Invovement (ASP/CSP/IAF) Stage 3 Resources externa to estabishment but within education services (ASP) Stage 2 Within estabishment Stage 1 In cass / eary years group resources Chidren and young peope may require additiona support for many, many different reasons, generay affecting most or a aspects of their ives. It is vita that we a work cosey with parents and carers and other famiy members to earn from them what we can do to hep their chidren and young peope as we as give them essentia support and advice. Too often the voices of chidren and young peope are not heard. We must give them every opportunity to te us what they think and fee and engage them in a decisions affecting their ives. 4 Gasgow City Counci, Curricuum for Exceence BUILDING ON SUCCESS AIMING FOR EXCELLENCE

25 11. Meeting Learning Needs Barriers to earning are many and compex. Some of these coud incude: The earning environment Famiy circumstances Disabiity or heath needs Socia and emotiona factors We know that the eary years are a period of rapid socia and cognitive deveopment and this can have a huge impact on the chid s ife chances. Eary intervention and a co-ordinated approach to bring together education, socia services and heath services is essentia to address eary barriers to earning and giving chidren and their famiies more choices and chances to achieve. The most vunerabe chidren, young peope and famiies in Gasgow aso need to be abe to fuy access the curricuum for exceence. This means access not just to staff in educationa estabishments but to partner agencies, psychoogica services, vountary services, community earning workers, adut services, socia work and heath services. By getting it right for every chid in Gasgow we wi remove obstaces which are rooted in the differences in cutures, systems and practice which have emerged as a resut of singe agency thinking. Parents and chidren benefit from having a system where professionas work together and everyone can jointy deveop one pan to meet the needs of the chid and famiy. Many journeys but one destination. Adam Ingram, Scottish Minister for Chidren and Eary Years Gasgow s expectation is that chidren who come from vunerabe famiies who need significant input from partner agencies wi aso become successfu earners, confident individuas, responsibe citizens and effective contributors. Is your estabishment incusive? The indicators for incusion might incude: Every chid is incuded and respected Ethos, vaues and reationships which focus on incusion Diversity is vaued and ceebrated Estabishment infrastructures that support earning and behaviour needs. These are transparent and understood by a stakehoders Staff who respond to and support the needs of a chidren and young peope in a fexibe, creative and soution orientated way High eves of attendance and reduced eves of excusions A chidren and young peope performing we from prior eves of attainment and achievement Chidren and young peope who have high aspirations and demonstrate an enthusiastic and positive approach to activities, progress and achievements Chidren and young peope who find success in their ife at schoo and are given opportunities to deveop their own taents and abiities High eves of participation and responsibiity in other areas of the ife of the estabishment and in the ife of the wider community Gasgow City Counci, Curricuum for Exceence BUILDING ON SUCCESS AIMING FOR EXCELLENCE

26 11. Meeting Learning Needs Chidren and young peope who demonstrate high eves of competence in core skis, vocationa skis and skis for empoyabiity and enterprise Increased eves of chidren and young peope participating and sustaining their pace in higher education, vocationa education and training and empoyment A estabishments wi operate within a good practice framework which refects a high profie of incusion, equaity and fairness. There wi be a cear understanding amongst a staff of the commitment to fostering the genera webeing of a chidren and young peope. No matter where they ive or whatever their needs, chidren and famiies need to know where they can seek hep, what hep is avaiabe, that the hep is appropriate to their needs and wi be deivered to the highest possibe standard. Hugh Henry - Getting it Right for Every Chid We are a responsibe for keeping chidren safe from harm, whether it be at home, at schoo or in the community. Chid protection is not ony the responsibiity of socia work services but is the responsibiity of famiies, the community, education and heath. ServiceDepartments/EducationServices/ managementcircuars.htm Famiies_Chidren/ChidProtection/ Pubications/2005/02/20625/51515 In my schoo a our programmes are individua to us. Young person from a Gasgow secondary ASL estabishment meetingchidrensearningneeds/index.asp Gasgow City Counci, Curricuum for Exceence BUILDING ON SUCCESS AIMING FOR EXCELLENCE

27 12. Transition Arrangements The impementation of a curricuum for exceence provides us with fresh opportunities to examine our transition arrangements for chidren and young peope at key stages of their schoo career. Parents and carers have a key part to pay in transitions at key stages of their chidren s earning. A transitions into and across estabishments and services in a sectors shoud be regarded as a process not an event. With the provision of eary years education for a, young chidren are aready becoming successfu, confident earners and are achieving we across a range of areas. They are used to active, fun earning, taking responsibiity and panning and evauating what happens in the eary years estabishment. They come to primary schoo much more prepared and abe to cope with the arger schoo environment and it is vita that the transition to primary one buids on the previous positive experience of the chidren. The work aready being carried out in Gasgow in active earning at the eary stages supports this transition and has aready been shown to be a powerfu method in supporting an effective transition for chidren and increasing attainment and achievement. As chidren progress through the primary estabishment, transitions from stage to stage shoud ensure that a key information is discussed and passed on to the next member of staff incuding information on attainment and achievement. The transition from primary to secondary education shoud be smooth and offer continuity of earning and teaching approaches. Existing successfu programmes shoud be buit upon, incuding joint programmes between primary and secondary. We wi recognise prior earning in the primary schoo based on evidence from portfoios and discussions with primary coeagues. Enhanced transition programmes for vunerabe chidren, with staff from the primary and secondary working together with chidren and parents and carers, has proved to be a vauabe and worthwhie process. Throughout their secondary education, young peope wi have access to the right earning provision, incuding opportunities to continue to deveop through four capacities by: Staying in schoo Entering further of higher education Participating in a nationa training programme Participating in community earning and deveopment Entering into work experience or the word of work These are genera eements in ensuring that young peope are supported in moving into positive and sustained destinations beyond schoo. Effective transition arrangements throughout secondary schoo wi carry on into post schoo pacements and wi ensure that we deveop the four capacities of a curricuum for exceence in chidren and young peope. Cose partnership working between eary years estabishments, primary, secondary and other educationa centres and services can produce creative soutions and programmes to providing continuity and progression of earning for a chidren and young peope. Gasgow City Counci, Curricuum for Exceence BUILDING ON SUCCESS AIMING FOR EXCELLENCE

28 13. Partnership with Parents and Carers Parents and carers pay a very important part in their chid s earning and deveopment. Estabishments wi take into account and vaue their views on the quaity of education provided for their chidren. Parents and carers wi fee wecomed by estabishments and encouraged to participate in their chid s earning. Parents and carers can be reuctant or unabe to engage with educationa estabishments for a whoe variety of reasons. Each estabishment wi be creative and proactive in seeking to fuy engage a parents and carers and buid their capacity to support their chid s earning. Productive parenta partnerships: Hep to ensure smooth transitions for chidren and young peope at key stages Provide the schoo with a better understanding of home circumstances Increase parenta knowedge of what is being taught and how the schoo operates Ensure cear communication in the event of any emerging issues or concerns Has a positive impact on chidren s attainment and wider achievements Promotes better attendance at schoo and a can do attitude The Scottish Schoos (Parenta Invovement) Act 00 recognises the important roe that parents pay in their chid s education and arrangements shoud now be in pace in every estabishment to faciitate the invovement of parents through the Parent Counci and Parent Forum. Effective estabishments buid the capacity of parents and carers in taking an active part in discussions about their chidren s progress and next steps in earning 8 Gasgow City Counci, Curricuum for Exceence BUILDING ON SUCCESS AIMING FOR EXCELLENCE

29 14. Quaity Assurance and Sef Evauation Quaity Assurance Quaity Assurance is everyone s responsibiity. It is based on buiding on success and aiming for exceence through systematic approaches to coecting evidence to measure, manage and improve performance. Every estabishment wi have its own Quaity Assurance and Improvement poicy. This wi enabe estabishment priorities to be ceary stated and annua progress monitored and evauated. peope, parents and carers, the educationa authority and nationa government To identify, ceebrate and disseminate good practice To identify what needs to be done to address weaknesses or improve quaity; how they may be addressed; in what time frame; and with what impact and outcomes. Monitoring and evauation Monitoring and evauation wi encompass quantative data, direct observation and stakehoder s views. The focus of monitoring and evauation wi be inked cosey to the estabishment s improvement pan and the aim for heads of estabishments is to know their schoo we. It is important to invove chidren and young peope in the sef evauation process and aow them to take part in decisions about the ife of the schoo. Reaching an agreed evauation : Sef evauation Sef evauation is a process which supports the invovement of everyone in the estabishment and its community in decision making and reviews the effectiveness of the estabishment. Quantitative Data Evauation of Quaity Peope s Views The process need to be robust and understood by a staff. Its purposes are: To understand, support and impement egisative requirement and fufi the expectations of young Direct Observation Gasgow City Counci, Curricuum for Exceence BUILDING ON SUCCESS AIMING FOR EXCELLENCE

30 14. Quaity Assurance and Sef Evauation Estabishments shoud have an agreed annua caendar of monitoring which may incude: Cassroom observation Samping of chidren and young peope s work Discussions with staff Working in cassrooms or payrooms Samping the views of stakehoders, incuding chidren and young peope Schoo attainment data Attendance and behaviour Progress towards targets in the estabishment improvement pan Through rigorous quaity assurance and sef evauation, estabishments wi focus ceary on how to improve earning and teaching. EducationServices/Sections_Teams/EdIS/EdIS/ Quaityassurance.htm 0 Gasgow City Counci, Curricuum for Exceence BUILDING ON SUCCESS AIMING FOR EXCELLENCE

31 15. Continuous Professiona Deveopment Given the increasing importance of, and emphasis on, effective eadership there needs to be an increasing focus on effective professiona deveopment HMIe Leadership for Learning 2007 Gasgow seeks to harness the enthusiasm, the professionaism and the creativity of teachers who work in Gasgow estabishments. We seek to buid capacity to aow staff to become eaders of earning, researching and refecting on their own performance. A estabishments wi have a cear CPD poicy and programme for a staff, incuding induction programmes for new and returning and temporary members of staff Heads of estabishment wi pay a key roe in the impementation of this strategy and wi continue to offer teachers opportunities to be refective, sef evauating practitioners through peer observation, mentoring programmes, coaboration with coeagues and independent research Gasgow has an extensive and successfu programme to support and advise probationer teachers at the eary stage of their career A staff, incuding support staff, are entited to an annua review of their performance inked to the schoo improvement pan and wi maintain their own record of CPD activities. EducationServices/cpdandtraining/htm In addition to in service courses and visiting experts, estabishments can ensure effective continuous professiona deveopment opportunities by promoting: Peer observation Distributed eadership Visits to other departments and estabishments Shadowing coeagues Coegiate working Mentoring programmes Team teaching Modeing good practice Discussions with senior staff Opportunities to be invoved in working parties and impact on the estabishment improvement pan We resourced bases where staff can access ICT to further their own research into current educationa thinking. Learning from someone ese is a sign of strength. Graham Donadson - HMIe Gasgow beieves in a bottom up approach to CPD. To this end, an extensive coaching in context programme has been very successfu in operating through the earning community s structure. Key essons, pans, video cips and other teacher information on effective earning and teaching are now avaiabe on Gasgow s intranet. 1 Gasgow City Counci, Curricuum for Exceence BUILDING ON SUCCESS AIMING FOR EXCELLENCE

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