Transforming lives through learning Profiling and Profiles Sheila Quigley

Transforming lives through learning

Profiling and Profiles

Sheila Quigley


Aims of this presentation

•to put profiling and profiles in context

•to raise awareness of the role of wider achievement in the profiling process

•to highlight the role of dialogue in the profiling process


Profiling in context : February 2013• BTC 5 – a framework for assessment: recognising

achievement, profiling and reporting

• BTC 4- skills for learning, skills for life and skills for work

• PROFILING 3-15

• P7 PROFILES - entitlement from June 2012

• S3 PROFILES - entitlement from June 2013

• POST 16- LEARNER JOURNEY – work in progress


Learner’s Progress and Achievements

Learner’s progress and achievements

Recognising achievement

Profile

Reporting

to

Parents

Wide range of information

and evidence

Learner reflection and dialogue


Why recognise achievement?

The Learner

Engage learners in learning Increased self-esteem Increased motivation

For themselves…Awareness of themselves

as learners

For othersFor

profiling and accreditation


Today’s learner – what’s different?

• is experiencing a Broad General Education• is consciously developing skills and attributes as well

as knowledge and understanding• is more aware of what they are learning and how they

are learning• is developing the 4 capacities to become a successful

learner, responsible citizen, effective contributor, confident individual

• is aware that the focus is on achievement not just attainment


So..

• assessment needs to be more than the teacher writing a report about progress in learning and skill development

• learners are becoming better equipped to reflect on their own progress in learning and skill development and have a key role in the assessment process.


Profile Written report to parents

Written by young person in partnership with the school.

Written by teacher(s)/staff.

At least at P7 and S3 At least once per year.

Provides information on successes in learning and a reflective summary statement of achievements, including achievements beyond school and other awards

Provides clear information and feedback on their child’s progress and how well he/she is doing against agreed expectations.

Provides a way for young people to explain and share their achievements with a range of people, including parents, teachers and, at future dates, prospective employers.

Provides an agenda for discussion between learners and those teaching and supporting them.

The learner has ownership of the profile and it contains the information that they choose to share with others

Informs parents of what their child needs to do to improve and suggesting how parents might help.

Contributes directly to the learning process by giving each learner an important context for applying their skills, including literacy.

Young people do not usually provide content directly for the report.


The purposes of profiling and the profile


Managing the profiling process


Who is the profile for?


What should the profile include?

A good profile will include a learner statement, and is likely to include a reliable profile of achievement in literacy and numeracy, and information about progress in key aspects of health and wellbeing.

As skills in profiling develop, profiles will reflect achievements across all curriculum areas.


Reported Impact - NAR pilot schools

• improved confidence in pupils• pupils getting to know themselves as learners• breaking down barriers of subjects and opening door to

interdisciplinary practice• real conversations about learning between colleagues• self and peer evaluation of learning and skills• increasing motivation• reflection on a ‘wealth of skills’• having their own say on what was achieved


Lessons from the Pilot Schools• it’s all about the process

• opportunities to reflect on learning need to be planned

• there needs to be a focus on the development of skills

• support needs to be planned –for pupils and teachers

• the learner has to have ownership of the profile

• there are issues surrounding wider achievement


Wider achievement?

What is it?

How is it shared with school when it happens outside the school day?

What is the role for parents / carers / other partners?

How do we know it’s reliable?


BTC 5, page 14

Children and young people achieve success in learning through planned activities in a range of settings and in their lives at home and in their local community. These activities may be provided by youth organisations , clubs and interest groups, in community provision or by activities organised by young people themselves. It is important that, through their involvement in such activities, learners build on progress in the skills and attributes that they are developing. Recognition of as much of their achievement as possible makes learning more relevant and motivating.


Culture

Health

Citizenship

Enterprise

Environment

Full range of contexts for achievement

Learner reflection

and dialogue

Sport and leisure

Out-door learning

Voluntary workVoluntary


External Achievements- How can we be sure?

Effective quality assurance and moderation procedures are needed to validate achievements.

Sometimes this may include externally validated content, and will help ensure that the profile is recognised and valued by all


Profiling – the big questionsHOW DO WE MAKE IT MANAGEABLE?

HOW DO WE MAKE IT RELIABLE?

HOW DO WE ENSURE LEARNER OWNERSHIP?

HOW DO WE PROMOTE EFFECTIVE DIALOGUE?

HOW IS PRIOR / WIDER LEARNING BEING BUILT ON?


• CfE BRIEFING 3: PROFILING AND THE S3 PROFILE• EARLY INSIGHTS / RESOURCES ON WEBSITE• CASE STUDIES AND EXEMPLAR PROFILES ON NAR• FURTHER DEVELOPMENT OF NAR CONTENT –LANGUAGE OF LEARNING / E-PORTFOLIOS• TACLAN RESOURCE• DEVELOPMENT OFFICER SUPPORT• ONLINE ASSESSMENT COMMUNITY

CURRICULUM FOR EXCELLENCE BRIEFING 3

S3 PROFILES 2013

Education Scotland Support

Documents

Transforming lives through learning Profiling and Profiles Sheila Quigley