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.
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.
