Tag Archives: CPD

LTS: Supporting implementation of Curriculum for Excellence

LTS have produced the above film to promote their growing Curriculum for Excellence support for staff:

Support for Staff Promotional film

Support in using the new experiences and outcomes, curriculum planning and assessment approaches is available online now. To find out more watch a short promotional film, produced by LTS to raise awareness amongst the education community of the wide range of support available to assist with implementation of Curriculum for Excellence. The film is split into three key sections:

  1. Support in using the experiences and outcomes promotes the resources available in the ‘Support for Staff’ web area.
  2. Supporting curriculum planning promotes the support available in the ‘Building your Curriculum section’.
  3. Supporting emerging approaches to assessment, promotes examples of how some schools have started to develop assessment practices.

New Emerging Approaches to Assessment

The Emerging Approaches to Assessment web area launched today with almost 100 examples of approaches to assessment – now available online.

‘How to use the Emerging Approaches to Assessment’

LTS has devised an electronic leaflet to assist practitioners in their understanding of ‘How to use the Emerging Approaches to Assessment’.

Assessment In-Service Day Support

Support for the additional in-service day has also been made available in the ‘Getting Started’ area of the Emerging Approaches to Assessment web area. Here you will find useful resources to help you get more from the day.

Recognising Excellence in Enterprise

Professional Recognition

Have you been involved in enterprise at your school? Do you deserve to be recognised? Why not apply for the The Certificate of Professional Recognition in Enterprise in Education?

The Certificate of Professional Recognition was developed by the General Teaching Council. Through the GTC, a teacher can receive recognition for expertise and experience in a number of areas within teaching and, if successful, can be professionally recognised for their work. The certificate lasts for 5 years, after which you can reapply if you still have an interest in your subject area.

In addition, the process is part of the Professional Development continuum for teachers and will offer a first step into the Standard for Chartered Teacher and other qualifications.

Interested? Please find links below to the completed leaflet for the Certificate of Recognition, the template for application and an exemplar (please note that the exemplar comes from a PT Enterprise and is very comprehensive. This would not necessarily be the norm – advice available here at the General Teaching Council Scotland website).

Knowledge of Language

Knowledge of Language

With the expectation that all staff have a responsibility for literacy development, are you looking for some support for your own understanding of language? LTS have launched a new ‘Knowledge of Language’ site for this very purpose:

Curriculum for Excellence has made explicit the expectation that all staff have a responsibility to contribute to the literacy development of learners. However, not all education professionals are fully confident in their own understanding of how language works. The Knowledge of Language modules provide staff with a way of accessing further information about some of the common features of our language.

Click here to visit the site.

LTS Research Round-Up – March 2010

March 2010

The latest version of the LTS Research Round-Up has been published and there are some interesting sections from the point of view of CfE, such as…

  • When exploring the reasons for high performance in science in Finland and Korea as demonstrated by the PISA 2003 international assessment of scientific literacy, they said that the reasons for Finland’s success included a culture of trust towards teachers. Kim M, Lavonen J and Ogawa M (2009)
  • In a study of a shift from ‘Professional Development’ to ‘Professional Learning’ in Tasmania the researchers concluded that “it was the teachers themselves, working within the department and the science education community, who were making the shift from professional development to professional learning“. Melville W and Yaxley B (2009)
  • An Ofsted report on using creative approaches to raise standards concludes “pupils who were supported by good teaching, which encouraged questioning, debate, experimentation and critical reflection, enjoyed the challenge and indicated a sense of personal achievement. They became more confident and their increased confidence encouraged them to be imaginative, to develop and confidently present their own ideas.” Ofsted (2010)
  • In a review of curriclum implementation in New Zealand school leaders agreed “that the implementation of the new curriculum should be carried out as an urgent, but gradual, process that avoided doing too much at one time. In addition, it was important for staff to develop a shared understanding of the curriculum and how to implement it“. Cowie B, Hipkins R et al (2009)
  • In a literature review of ICT CPD for teachers the report concludes that “in order for ICT CPD to be effective…skills training was not enough, teachers need to appreciate how technology could enhance learning“. Daly C, Pachler N and Pelletier C (2009)

These and more in the LTS Research Round-Up.