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The Highland Council
Education, Culture and Sport Service
Learning and Teaching CPD Reflection Framework
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Section A
Managing Transformational Change
To achieve the objectives of A Curriculum for Excellence , Assessment
is for Learning and Determined to Succeed, we need to stimulate a capacity for professional change and sustain the processes needed to achieve it. Isolated courses and ‘cascade’ approaches have not been successful in the past so this section provides school managers and practitioners with some research-based insights into what is likely to work as well as what could stifle school developments. |
Unit 1
Reflective professionals and thinking children
This overview places the reflection framework in the context of the Highland Council’s approach to thinking in pupils’ learning and looks at the role of reflection and thinking by teachers and pupils in responding to current policy initiatives. |
Unit 2
Promoting and sustaining change
This unit reviews case studies and research findings about the characteristics of change processes that are likely to prove both effective and sustainable for those involved. |
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Section B
Embedding Formative Assessment
This section introduces the principles of participation, dialogue, engagement and thinking which research tells us are important factors in ensuring that interactions between teachers and pupils in the classroom are likely to produce meaningful learning experiences for all involved. |
Unit 1
So what are the pupils doing?
This unit explores the principles and practice of formative assessment and emphasises the role of pupil peer and self-assessment in ensuring its effectiveness in the classroom. |
Unit 2
Making thinking explicit
This unit looks at the role of thinking by pupils as an essential element in helping them to become more involved in their own learning and so take greater responsibility for it. |
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Section C
Extending Formative Assessment
In these units, the principles and practice discussed in Section A are developed to guide how schools might engage with personal learning planning and local moderation and with A Curriculum for Excellence. |
Unit 1
Around the Assessment is for Learning triangle
Assessment AS learning (personal learning planning) and OF learning (local moderation) depend on pupils and teachers who are able to inform their judgements about what needs to be done next with the evidence of progress they have gathered. This unit investigates how teaching focused on providing pupils with opportunities to assess themselves can be developed to support the other aspects of AifL. |
Unit 2
Engaging purposes, principles and practice
In setting out its purposes and the principles of curriculum design, A Curriculum for Excellence has signalled a shift from a curriculum focused on delivering subject-based outcomes to one which also aims to help all children and young people achieve their personal potential and learn how to play an active part in the community around them. This unit examines how the classroom practices associated with AifL can help teachers meet these objectives. |
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