Have you heard that the SQA Course Rationales & Summaries have been published but not found a minute to have a look and feedback? Are you still confusing your National 4 with your Fourth Level? If so, sign up for this CPD event on Tuesday 15 March 2011 4.15-6.15pm, Buffet Room, Townhouse, Haddington.
Attendees will be given up to date information on Design Principles, timescales and future developments on the National Qualifications in line with Curriculum for Excellence. Teaching staff will have the opportunity to evaluate recent draft publications.
Attendees will be given the opportunity to work with other subject specific practitioners (where possible) to offer coherent and in depth feedback on the draft publications.
Any feedback given will be given directly to the Qualification Design Teams within SQA. Attendees will be given the opportunity to take part in a Q/A session around SQA National Qualifications (CfE).
On completion of the course, participants will:
Have had the opportunity to provide feedback on draft publications that will be directed to SQA QDTs.
Have gained a better understanding of the new National Qualifications and their developments.
Have a better knowledge of when future developments are going to materialize and how to keep informed of these.
Outline Programme
Information will be provided on the developments of the new National Qualifications for CfE.
Opportunity to gather coherent feedback on the recent draft publications.
Q & A session with focus on developments of National Qualifications.
The draft Course Rationales are now available to view on the SQA website:
The draft Course Rationales and Summaries outline the proposed content for the new qualifications and their aims and purposes. The Course Rationales identify the skills and knowledge learners will develop. The Course Summaries detail how Courses will be structured. They provide a brief description of each Unit in the Course and what is required to achieve the Course.
The SQA are very keen to hear your feedback on these documents:
You can leave feedback via Have Your Say. At each stage of the qualifications development process we are publishing draft documents in an open and transparent way to show the thinking at each stage and to provide the opportunity to give feedback. We welcome your feedback on the Course Rationales and Summaries by the end of March 2011.
Effective Classroom Strategies For Closing The Gap In Educational Achievement For Children And Young People Living In Poverty, Including White, Working Class Boys looked at the international research on “what works” in improving learning outcomes for children in poverty. The review focused on strategies and interventions to improve core literacy and numeracy across early-years, primary and secondary settings. It found that there are a number of approaches that can help. These include:
Improving the quality of teaching by coaching staff in specific teaching strategies;
Using evidence-based approaches, such as co-operative learning, structured and systematic approaches to teaching phonics and “learning to learn” strategies;
Whole-school improvement packages which address multiple elements of school provision; and
The use of well-specified, well-supported and well-implemented programmes incorporating extensive professional development.
The teachers of schools in the Haddington cluster came together on the afternoon of the 10th January to share their progress with planning and assessment.
The afternoon involved a brief input from me, followed by three teachers from primary and secondary sharing their practice. Everyone then worked in mixed groups to share an summarise what was working well for them and what were the common issues. They then displayed these and had a chance to look at each others and provide feedback. The session concluded with teachers coming together as departments/faculties/schools to consider their approaches to planning and assessment.
You can view the presentations and outcomes from the afternoon below.
Overview
Haddington Infants
Outcomes
Sharing and supporting steps made by East Lothian learners, parents and teachers.
