Development of Your Child’s Skills

in Learning

Jane TeesPrincipal Teacher

Early The pre-school years and P1, or later for some

First To the end of P4, but earlier or later for some

Second To the end of P7, but earlier or later for some

Third and Fourth S1 to S3, but earlier for some

For every level of the curriculum the teachers use the experiences and outcomes to plan learning within their class. This can be done through topics as well as individual subjects.

e.g. Within Numeracy

Early level has 14 E+Os

First level has 27 E+Os

Second level has 35 E+Os

I can share out a group of items by making smaller groups and can split a whole object into smaller parts. *Responsibility of allMNU 0-07a

Having explored fractions by taking part in practical activities, I can show my understanding of: how a single item can be shared equally the notation and vocabulary associated with fractions where simple fractions lie on the number line.*Responsibility of allMNU 1-07a

I have investigated the everyday contexts in which simple fractions, percentages or decimal fractions are used and can carry out the necessary calculations to solve related problems. *Responsibility of allMNU 2-07a

I can solve problems by carrying out calculations with a wide range of fractions, decimal fractions and percentages, using my answers to make comparisons and informed choices for real-life situations. *Responsibility of allMore info onMNU 3-07a

I can choose the most appropriate form of fractions, decimal fractions and percentages to use when making calculations mentally, in written form or using technology, then use my solutions to make comparisons, decisions and choices. *Responsibility of allMore info onMNU 4-07a

For every Experience and Outcome the skills needed to meet the E+O has been divided into a progression of skills

Teachers use these skills to make an informed decision through pupil work to decide wither pupils are developing, consolidating or secure.

I can share out a group of items by making smaller groups and can split a whole object into smaller parts. *Responsibility of allMNU 0-07a

Having explored fractions by taking part in practical activities, I can show my understanding of: how a single item can be shared equally the notation and vocabulary associated with fractions where simple fractions lie on the number line.*Responsibility of allMNU 1-07a

I have investigated the everyday contexts in which simple fractions, percentages or decimal fractions are used and can carry out the necessary calculations to solve related problems. *Responsibility of allMNU 2-07a

I can solve problems by carrying out calculations with a wide range of fractions, decimal fractions and percentages, using my answers to make comparisons and informed choices for real-life situations. *Responsibility of allMore info onMNU 3-07a

I can choose the most appropriate form of fractions, decimal fractions and percentages to use when making calculations mentally, in written form or using technology, then use my solutions to make comparisons, decisions and choices. *Responsibility of allMore info onMNU 4-07a

Termly Tracking meetings- Class Teachers and Principal

Teacher/Depute Heads

• identify which level pupil is on and which part of the cycle i.e. Developing, Consolidating or Secure

• discuss individual progress- MA, NEET, EAL

• make any decisions about groupings

• record findings and any action points

• copy for CT and DHT

Termly Tracking meetings- Class Teachers and Principal

Teacher/Depute Heads

• Standardised Test results P3, P5, P7

• scrutinise results (I, 0 -)

• drill down to find patterns

• planning

• information is shared with other stages to inform planning

Termly STINT meetings- Class Teachers and Principal

Teacher/Depute Heads

• each pupil with a STINT form is discussed

• review targets

• decide on next steps

• new format for meetings

Early The pre-school years and P1, or later for some

First To the end of P4, but earlier or later for some

Second To the end of P7, but earlier or later for some

Third and Fourth S1 to S3, but earlier for some

• has started to engage in the work of the new level; and

• is beginning to make progress in an increasing number of outcomes across the breadth of learning described in the experiences and outcomes for the level.

• has achieved a breadth of learning across many of the experiences and outcomes for the level

• can apply what he/she has learned in familiar situations; and

• is beginning to undertake more challenging learning and to apply learning in unfamiliar contexts.

• has achieved a breadth of learning across almost all of the experiences and outcomes for the level, including any significant aspects of the curriculum area

• has responded consistently well to the level of challenge set out in these experiences and outcomes

• has moved forward to more challenging learning in some aspects; and

• has applied what he/she has learned in new and unfamiliar situations.

So what does this mean for reporting to parents?

• Pupils will be developing for a short period of time

• Pupils will be consolidating for the longest time e.g. this may mean that pupils could be second consolidating in P5 and still be second consolidating in P6

• Pupils will be secure for a short period time

Pupils will be consolidating for the longest time e.g. this may mean that pupils first

consolidating in P5 and still be first consolidating in P6

• Pupils will be progressing through the Experiences and Outcomes

• Pupils will be progressing through the skills linked to the E+Os and applying them in a variety of contexts

• Teachers will be using school assessments to ensure progression and depth of learning taking place e.g. the new assessment record, check-ups, comprehension papers example test questions linked to the standardised tests

• Tracking meetings will be termly to discuss individual pupils learning in literacy and numeracy