assessing the cross-curricular skills stage 1 training 2008

Assessing the Cross-Curricular Skills

Stage 1 Training2008

Intended Learning Outcomes

By the end of the training day, teachers will understand:

the context, legislative framework and implications of the revised assessment arrangements;

the nature of the cross-curricular skills, the levels of progression and the assessment process;

how to plan and prepare for the revised assessment arrangements.

Overview of the Day

Session 1 Introduction, Background and ContextContext for AssessmentLegislative RequirementsImplications and TimescalesIntroduction to the Cross-Curricular Skills and

Levels of Progression

Break

Session 2 Skills WorkshopsPart 1 – Understanding the Cross-Curricular

Skills and the Levels of Progression

Lunch

Session 3 Skills WorkshopsPart 2 – Planning and the Assessment Process

The Context for Assessment

DE Circular 2007/11

“The revised curriculum… has literacy and numeracy at its core. The curriculum provides for a broad and balanced education and focuses on developing skills as well as teaching content through the wide spectrum of the curricular areas”

Circular Number 2007/11

LITERACY/NUMERACY

DE Circular 2007/24

“As new digital technologies impinge on more aspects of education, business and leisure, and their pace of change accelerates, it is important that our pupils acquire the necessary skills and competences to use ICT effectively and confidently, as well as responsibly and safely. These skills are critical…”

Circular Number 2007/24USE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY IN SCHOOLS

The Legislation

Legislative Requirements for Key Stage 3 Assessment

Legislative Requirements: Acquisition and Development

The Education (NI) Order 2006

Article 8: Skills

‘The curriculum for a grant-aided school must ensure, wholly or mainly through the teaching of the minimum content of areas of learning and religious education, the acquisition and development by pupils of-(1) the cross-curricular skills

(a) communication(b) using mathematics(c) using information and communications technology.

(2) any other skills specified under Article 8(1)(b).’

Legislative Requirements: Assessment

The Education (NI) Order 2006

Article 9: Assessment

(1) The curriculum for every grant-aided school shall require each pupil in each key stage at the school to be assessed in each school year in accordance with such assessment arrangements as are specified in relation to that pupil and that key stage under paragraph (2).

(2) The Department may by order specify, in relation to –

(a) an area of learning;(b) a cross-curricular skill; and(c) any other skill specified under Article 8(1)(b),

such assessment arrangements as it considers appropriate for pupils in each key stage.

The Education (Assessment Arrangements) (Foundation to Key Stage 3) Order (Northern Ireland) 2007Article 5

2) The cross-curricular skills of pupils in Key Stages 1, 2 and 3 shall be assessed by the end of the school year with reference to levels of progression, specified by an order made by the Department under Article 8(3) of the 2006 Order.

Statutory Requirements: Cross-Curricular Skills

Changing Emphasisin the Statutory Requirements

From To

Detailed programmes of study and attainment targets

End of Key Stage assessment in English (Irish), Mathematics and Science:

- teacher assessment - use of assessment units (optional) - external tests

Levels of Attainment in English, Mathematics and Science

Annual Report

Minimum content (i.e. statements of requirement), including learning outcomes

Teacher assessment by end of each year (Years 8, 9, 10) in:- area of learning- cross-curricular skills- other skills (Thinking Skills and Personal

Capabilities)

Choice of assessment types integrated into teaching and learning

Levels of Progression in Communication, Using Mathematics and Using ICT

Annual Pupil Profile Report

Implementation Schedule

07/08 08/09 09/10Year

8 Northern Ireland Curriculum statutory

Northern Ireland Curriculum statutory

Pupil Profile statutory



Assessment with reference to Levels of Progression (CCS)

Year






Year




Recording and Reporting Progress and Achievement

In 2009, Pupil Profile to be used for Years 8 and 9 for reporting.

Anticipated that: Annual report to parents by 30th June. KS3 report to include Areas of Learning; Cross-

Curricular Skills; and Thinking Skills & Personal Capabilities.

Underpinned by the formative record of progress and achievement.

Possibly complemented by a pupil’s personal statement.

Recording and Reporting Progress and Achievement

Future Developments

Online consultation with school leaders on pupil profile and pupils’ personal statement.

Formats and identification of training needs (end Aug-Oct 2008).

Proposed CCEA training events to support recording and reporting scheduled for Feb/March 2009.

The Cross-Curricular Skills

Stages of Engagement

Acquisition

Development

Promoting

Demonstrating

Applying

Transferring

Assessment for Learning

Acquisition and Development

Where are the Cross-Curricular Skills in the Curriculum?

Acquisition and Development

Learning Outcomes and the Skills and Capabilities

Research and manage information effectively …including Using

Mathematics and Using ICT where appropriate

Managing Information

Using Mathematics

Using ICT

Show deeper understanding by thinking critically and flexibly,

solving problems and making informed decisions, including

Using Mathematics and Using ICT where appropriate

Thinking, Problem-Solving, Decision-Making

Using Mathematics

Using ICT

Demonstrate creativity and initiative when developing ideas

and following them through

Being Creative

Work effectively with others Working with Others

Demonstrate self management by working systematically,

persisting with tasks, evaluating and improving own performance

Self-Management

Communicate effectively in oral, visual, written, (mathematical) and ICT formats, showing clear awareness of audience and purpose

Communication

Using Mathematics

Using ICT

Implications for Learning and Teaching

ALL subjects have a statutory responsibility to help pupils acquire and develop skills and capabilities

Ongoing part of classroom activity

Infused into the context of the subject

Formative assessment (assessment for learning)

Need for planning

Assessment

Reporting

Acquisition

Development

Promoting

Demonstrating

Applying

Transferring

Assessment and Reporting

Legislative Requirements (Education Order, 2006)

‘each pupil in each key stage… to be assessed in each school year…’ in each cross-curricular skill, with reference to the levels of progression.

Proposal

Assessment evidence for each of the cross-curricular skills should be drawn from at least two areas of learning across the key stage. In Using ICT, evidence should be drawn from at least two areas of learning each year.

Possible Models: Example 1

Year 8 Year 9 Year 10

Communication English with Media Education

History English with Media Education

Using Mathematics

Mathematics with Financial

Capability

Science Mathematics with Financial Capability

Using ICT Art & Design

Geography

Modern Languages

Home Economics

Technology & Design

Employability

Possible Models: Example 2

Year 8 Year 9 Year 10

Communication Personal Development

Music

English with Media Education

History

Drama

Using Mathematics

Technology & Design

PE

Science

Geography

Mathematics with Financial Capability

Using ICT Art & Design

Citizenship

Modern Languages

Home Economics

RE

Employability

Models of Coordination

School-specific models such as: minimum model ‘naturally occurring’ model tracking model collaborative/thematic approach ‘buddy’ mentor approach pupil portfolio

The Cross-Curricular Skills


Legislative Requirements

The Education (Assessment Arrangements)

(Foundation to Key Stage 3) Order (Northern Ireland) 2007

Article 5

2) The cross-curricular skills of pupils in Key Stages 1, 2 and 3 shall be assessed by the end of the school year with reference to levels of progression, specified by an order made by the Department under Article 8(3) of the 2006 Order.


The Levels of Progression: are for Communication, Using Mathematics and Using

ICT. will be used to make holistic summative judgements

about pupil progress each year; form the basis for reporting on the skills; also provide a continuum of development and

progression directly linked to the requirements; are competence based - ‘Pupils can’ ; are mapped to National Qualifications Framework

(Functional/Key/Essential Skills); are currently in draft format, until detailed legislation is

in place.

Levels of Progression: Communication

www.nicurriculum.org.uk

Levels of Progression: Using Mathematics


Levels of Progression: Using ICT


Levels of Progression:Format


Progression in

Requirements: colour-

coded

Level Standar

d:Pupils can…

Context Statements Requirements

Guidance and Support Materials

Information and Support Currently Available:

Northern Ireland Curriculum: Key Stage 3: Assessment and Reportinghttp://www.nicurriculum.org.uk/key_stage_3/assessment_and_reporting/index.asp

Implementing Assessment Change at Key Stage 3: Support Pack Cross-Curricular Skills: Draft Levels of Progression Assessing the Cross-Curricular Skills: Draft Guidance (Tasks Booklet) Implementing Assessment Change Conference (November 2007):

Conference Materials The Education (Assessment Arrangements) (Foundation to Key Stage 3)

Order (Northern Ireland) 2007

Northern Ireland Curriculum: Key Stage 3: Regional Pilotshttp://www.nicurriculum.org.uk/key_stage_3/regional_pilots/index.asp

Case Studies on Planning for Assessment

Guidance and Support Materials

The following support is under development and will also be available:

Assessment microsite and online support. Additional CCEA exemplar tasks. Detailed Support for Progression in the Cross-Curricular

Skills. Exemplification of standards. Examples of pupils’ work

plus commentaries to illustrate performance at a level. Quality assurance and moderation.

Assessment Programme

Stage 1

April-May 2008

Cluster Planning and Preparing for the Implementation of Assessment

Stage 1

June 2008

Seminar Planning and Preparing for the Implementation of Assessment

Follow-up

April-Oct 2008

School Development Day

Stage 2

Oct 2008-Jan 2009

Cluster/Seminar Understanding Standards

Making Judgements

Preparing for Reporting

Follow-up

Jan 2009-

School Development Day

Feb/March 2009 Possible training in recording and reporting

assessing the cross-curricular skills stage 1 training 2008

Documents

assessment slide

crosscurricular skills

assessment process slide

skills workshops

necessary skills

developing skills

schools slide

literacynumeracy slide