Session 1 - CCEA

Session 1 - CCEA

Assessing the Cross-Curricular Skills Stage 1 Training 2008 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 Context

Context for Assessment Legislative Requirements Implications and Timescales Introduction to the Cross-Curricular Skills and Levels Progression of Break Session 2 Skills Workshops Part 1 Understanding the Cross-Curricular Skills and the Levels of Progression Lunch

Session 3 Skills Workshops Part 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 2007/24 USE 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. Statutory Requirements: Cross-Curricular Skills 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. Changing Emphasis in the Statutory Requirements From To Detailed programmes of study and attainment targets Minimum content (i.e. statements of requirement), including learning outcomes End of Key Stage assessment in English (Irish), Mathematics and Science: - teacher assessment

- use of assessment units (optional) - external tests 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 Attainment in English, Mathematics and Science Levels of Progression in Communication, Using Mathematics and Using ICT

Annual Report Annual Pupil Profile Report Implementation Schedule Year 8 Year 9 Year 10 07/08 08/09

09/10 Northern Ireland Curriculum statutory Northern Ireland Curriculum statutory Pupil Profile statutory Northern Ireland Curriculum statutory Pupil Profile statutory Assessment with reference to Levels of Progression (CCS) Northern Ireland Curriculum statutory

Pupil Profile statutory Northern Ireland Curriculum statutory Pupil Profile statutory Assessment with reference to Levels of Progression (CCS) Northern Ireland Curriculum statutory Pupil Profile statutory Assessment with reference to Levels of Progression (CCS) Implementation Schedule Year 8

Year 9 Year 10 07/08 08/09 09/10 Northern Ireland Curriculum statutory Northern Ireland Curriculum statutory

Pupil Profile statutory Northern Ireland Curriculum statutory Pupil Profile statutory Assessment with reference to Levels of Progression (CCS) Northern Ireland Curriculum statutory Pupil Profile statutory Northern Ireland Curriculum statutory Pupil Profile statutory Assessment with reference to Levels of Progression (CCS)

Northern Ireland Curriculum statutory Pupil Profile statutory Assessment with reference to Levels of Progression (CCS) Implementation Schedule Year 8 Year 9 Year 10 07/08

08/09 09/10 Northern Ireland Curriculum statutory Northern Ireland Curriculum statutory Pupil Profile statutory Northern Ireland Curriculum statutory Pupil Profile statutory Assessment with reference to Levels of Progression (CCS)

Northern Ireland Curriculum statutory Pupil Profile statutory Northern Ireland Curriculum statutory Pupil Profile statutory Assessment with reference to Levels of Progression (CCS) Northern Ireland Curriculum statutory Pupil Profile statutory Assessment with reference to Levels of Progression (CCS) 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 pupils 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 and Development Acquisition Developme nt Promoting Demonstrati ng Applying Transferring

Assessment for Learning Acquisition and Development Where are the Cross-Curricular Skills in the Curriculum? 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 and Reporting Acquisition Developme nt Promoting Demonstrati ng Applying Transferring Assessmen t 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 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

Communication 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 Levels of Progression 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. Levels of Progression

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 www.nicurriculum.org.uk Levels of Progression: Using ICT www.nicurriculum.org.uk Levels of Progression: Format Context Statements Progression in Requiremen

ts: colourcoded Requirements Level Standar d: Pupils can www.nicurriculum.org.uk Guidance and Support Materials Information and Support Currently Available: Northern Ireland Curriculum: Key Stage 3: Assessment and Reporting http://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 Pilots http://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 Follow-up Jan 2009- School Development Day

Feb/March 2009 Possible training Understanding Standards Making Judgements Preparing for Reporting in recording and reporting

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