Guidance: creating a plan
PLANNING
Experiences and Outcomes
Firstly select the Es and Os that you wish to bundle together for the activity
Ensure that:
Select Es and Os from at least two curricular areas but it is recommended no more than four
There is coherence across the Es and Os and that they link together in a meaningful way
Highlight the specific parts you are planning to highlight
Learning Intentions
Secondly develop Learning Intentions from the chosen bundle of Es and Os
Ensure your Learning intentions clearly state what the learner should know, understand and be able to do by the end of the learning experience.
Check that the language used for the Learning Intentions is linked closely with the standards and expectations set out in the Es and Os
Benchmarks and Success Criteria
Next identify the Benchmarks you will assessing and develop success criteria that represent standards within the Benchmarks
Plan how you will involve learners in developing the Success Criteria. The Success Criteria should be used by both the teacher and the learners to judge "how much" and "how well" they have learned
Learners should be involved in
the assessment process
the planning stage of developing the Success Criteria
the process through ongoing reflection ad dialogue about their learning
planning their next steps
Ensure your Success Criteria:
are clear, relevant and measurable
are based on the Learning Intentions
clearly outline what the learner needs to do to achieve the learning
are written in pupil-friendly language
focus on learning; referring to specific features of work that will be assessed
focus on learning; using words that emphasise learning and skills
builds on previous knowledge, understanding, skills and attributes and problem solving (in the widest sense)
THE LEARNING EXPERIENCES
Now plan your learning experience demonstrating the principles of curriculum design:
Challenge and Enjoyment
Breadth
Progression
Depth
Personalisation and Choice
Coherence
Relevance
Ensure the learning experience demonstrates high quality learning and teaching by
Ensuring the needs of the child or young person are being met
The planning is capable of wide application
PLANNED ASSESSMENT
Assessment should be an integral part of learning and teaching, helping to provide an emerging picture of a child's learning and achievement. When planning your assessment ensure the principles for curriculum design are reflected
Your planned assessment and learner evidence should:
offer a range of assessment approaches
include peer and/or self assessment
provide details of targeted learning (not the activity)
be based on the Success Criteria
should offer assessment questions that are of high quality and allow learners to demonstrate breadth, challenge and application
should reflect one of the four contexts of learning
BREADTH
This refers to the number of Es and Os encountered by learners. A learner who has achieved the standard will be able to make connections in learning within a curricular area and where relevant across areas of learning
The following examples will increase the breadth of learning
developing skills for learning, life and work in familiar and routine contexts
experiencing a range of texts (in its widest sense), performances and/or presentations
experiencing a range of in skills and concept development
Using more advanced language, formulae and equations
Increasing the amount of detail in the descriptions and explanations they provide
CHALLENGE AND ENJOYMENT
Challenge refers to the attributes, capabilities and skills, including higher order thinking skills, which are embedded in learning (many Es and Os include analysing, evaluating and creating). Learners must have experienced challenge in learning before an effective assessment judgement can be made.
The following examples will increase challenge:
learning in more complex context(s)
using and/or presenting increasingly complex texts in terms of length, structure, vocabulary, ideas and/or concepts
responding to and producing increasingly complex pieces of work, information and concepts
responding accurately and confidently to more complex and unfamiliar contexts
individuals evaluating their own and others' learning
increased independence in learning
APPLICATION
Application refers to how knowledge and understanding, attributes, capabilities and skills, including higher order thinking skills, are used in new and familiar contexts so they become transferable and secure
The following examples demonstrate progress in application of learning:
using skills and knowledge in different and sometimes unfamiliar situations
finding, selecting, sorting, classifying and linking information from a variety of sources
using information for a variety of different purposes
creating texts to persuade, argue and explore ideas
recording and presenting thinking in different ways
presenting, analysing and interpreting evidence to draw conclusions
evaluating learning and identifying possible next steps
CHECK - IS THE PLANNING MEETING THE STANDARD
When moderating you need to consider two things:
Is the assessment valid?
Has the learner achieved the Success Criteria
At this stage we need to check question 1 - Is the assessment valid?
Is there a mismatch between the Es and Os, Learning Intention and/or Success Criteria then the exemplar cannot be said ti have met the standard (i.e.the assessment tool is not valid)?
If there evidence of opportunities to provide breadth, challenge and application, then the exemplar cannot be said to have met the standard?
LEARNERS
It is important learners receive effective feedback is based on clear, relevant and measurable Success Criteria. Feedback helps learners to identify strengths and next steps in their learning. Ensure your feedback:
is focused on the agreed set of Success Criteria
is age and stage appropriate
states areas of strength and/or success
provides clear next steps are clear for the learner
includes a mix of self, peer and practitioner assessment
is linked to the Learning Intentions and Success Criteria