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Building a Collective Responsibility
Building a Collective Responsibility
What does this look like in a high-quality experience?
The vision, values and aims of the school/setting promotes a learning culture of shared high expectations and aspirations.
Understanding, applying and sharing standards is the responsibility of all practitioners and is a core element of learning and teaching practice.
Opportunities are in place for professional learning and for standards and expectations to be moderated across settings and sectors, including the local authority and national networking activities.
Practitioners work collaboratively to plan the curriculum, learning, teaching and assessment in a coherent way to achieve breadth, challenge and application of learning by using the Moderation Cycle.
Practitioners discuss, share and peer observe to develop a shared understanding of standards and expectations through participating in moderation of learning across the curriculum.
Practitioners lead and take part in quality assurance activities which include highlighting effective practice. Follow-up professional dialogue focuses on expectations, strengths of learners’ performance, quality of feedback and agreeing next steps in learning.
Updated July 2024
Real-life examples from different stages or sectors (click to expand)
Real-life examples from different stages or sectors (click to expand)
Highly effective practice may include:
Case studies or pieces of evidence being used during collegiate time to discuss standards and expectations across classes and sectors to ensure cohesion and progression in learning, teaching and assessment as learners progress through levels.
How standards are shared with learners and parents so that they know what level they are working on and what their next steps in learning should be. This may include the use of Personal Learning Plans, online journals etc.
Consistent language being used by practitioners and learners to explain their progress.
Practitioners peer observing teaching, learning and assessment within and out with their own establishments to ensure consistency of standards and expectations.
The use of high-quality assessments and other evidence to ensure that learners can demonstrate depth, challenge and application of learning.
Early Years, Primary and Secondary examples:
Broad General Education transition planning. Procedures were put in place to enable shared planning and implementation of high-quality transition from ELC-P1 and P7-S1. This built a culture of mutual trust and respect as well as a shared understanding of standards and levels. High quality transitions can be planned across classes and across sectors.
Assessment and Moderation
Assessment and Moderation
What does this look like in a high quality experience?
The Moderation Cycle. outlines each stage of the moderation process and enables practitioners to develop a shared understanding of standards and expectations in the Broad General Education.
Learners are at the heart of every stage of the cycle
Learners are fully involved in planning and reflecting on their own learning, giving learners a sense of ownership and belonging.
Plan learning, teaching and assessment using the Experiences and Outcomes to meet learners’ needs
Assessment evidence is used to inform the planning of learning, teaching and assessment.
Experiences and Outcomes can be grouped together in a way that links concepts appropriately and which best suits the learner, based on prior learning and next steps.
Learning experiences ensure progression within and across levels, providing opportunities for breadth, challenge and application.
Assessments are planned alongside learning and teaching, providing opportunities for the learner to demonstrate the expected standards within the Experiences and Outcomes.
When planning learning, teaching and assessment, practitioners use the Experiences and Outcomes to develop relevant Learning Intentions. Learning Intentions describe what children are going to learn, not what the children are going to do.
When planning learning, teaching and assessment, practitioners and learners use the agreed Learning Intention(s) to co-create relevant Success Criteria.
Success Criteria outline the ways in which the learner can achieve the Learning Intention. They are clear, relevant and measurable definitions of success.
Benchmarks within each curriculum area and within each level should be used to support consistency in practitioners’ professional judgements.
Learning, teaching and assessment reflects an appropriate balance between ongoing and periodic assessment
Experiences and Outcomes are used to plan learning, teaching and assessment.
Assessments are planned when selecting the Experiences and Outcomes
High quality assessments are used to draw on a wide range of learning and provide the learner with an opportunity to demonstrate;
breadth
challenge
application in new and unfamiliar situations.
A range of assessments (ongoing, periodic, high quality, standardised) are used to inform next steps and interventions.
An Assessment Framework outlines key checkpoints for assessments.
A wide range of appropriate evidence is gathered which demonstrates breadth, challenge and application
Evidence to support teacher professional judgement of progress towards and achievement of a level, comes from a range of sources including: day to day learning, coursework (including tests), observations and periodic high-quality assessments.
When considering achievement of a level, learner evidence will demonstrate breadth, challenge and application, but will not capture everything. It is not necessary to demonstrate evidence of every aspect of learning within the Benchmarks, but it is essential that there are no major gaps, for example, with respect to the relevant organisers in each curriculum area.
Regularly use standards within the Experiences and Outcomes and Benchmarks to evaluate and monitor learner’s progress
Practitioners evaluate learning based on a range of assessment evidence.
Make judgements around progress using the Benchmarks.
Evaluation of learning supports assessment and informs planning for learning and teaching.
Learners have the opportunity to reflect on their own learning, to review and understand the progress they are making and to identify next steps.
Feedback is linked to success criteria and next steps are identified.
Feedback is focused on the agreed success criteria.
Feedback identifies area of strength and direction on how to improve.
Oral feedback is given during the lesson and ‘in the moment’ where appropriate.
Written feedback tends to be given after the task. Time should be factored in to ensure meaningful engagement with learners as part of this process.
Self/peer assessment and feedback will build greater ownership of learning.
Reporting highlights progress and next steps in learning
Reporting provides a clear account and shared understanding of progress throughout the year.
Reporting informs future learning by identifying strengths, areas for development and next steps in learning.
Real-life examples from different stages or sectors (click to expand)
Real-life examples from different stages or sectors (click to expand)
Highly effective practice may include:
Early Years, Primary and Secondary examples:
Practitioners work together during collegiate time to plan an interdisciplinary topic across Early to Second Level, using the Moderation Cycle. Assessment is planned for during these collegiate sessions, using the Experiences and Outcomes. Staff come back together and use the Benchmarks and the Experiences and Outcomes to discuss and compare the work that children have produced in relation to the level the children are working on to ensure consistent standards and expectations across the school. This assessment information is used to inform future teaching, learning and assessment.
In a writing lesson, the teacher has clear learning intentions for the learners that build on prior learning and reflect the standards of the Experiences and Outcomes. Learners can co-create clear, measurable and relevant success criteria depending on the level they are working on and the targets that have been set for them. The teacher provides the learners with an example or models what the expectation and standard is for the lesson. The learners are confident about how to achieve the standard. Learners can self-assess their work and the work of their peers and suggest ways to improve it to meet the required standards.
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