Tha cothrom aig gach tidsear clàradh le SQA ‘My Alerts’ gus fiosrachadh ùr fhaighinn air na cùrsaichean ùra cho luath ’sa thathas ga chur a-mach.
Tha seo a’ ciallachachadh gun tig am fiosrachadh thugad mar phost-d agus nach bi agad ri bhith a’ cumail sùil air làraich-lin air eagal ’s gu bheil stiùiridhean ùr gam foillseachadh gun fhiosd dhut.
Faodaidh tidsearan clàradh airson diofar chuspairean aig http://www.sqa.org.uk/myalerts/login.jsp
Friday 14 March, The Grand Central Hotel, Glasgow
Education Scotland is taking forward capacity building activities to promote support for children and young people with social, emotional and behavioural needs (SEBN). This conference offers the chance to draw upon good practice in schools and communities active in this field across Scotland.
The conference will include a keynote address by Alastair Delaney, Strategic Director for Families, Inclusion and Local Authorities and an update from the Inclusion Team in Education Scotland including HM Inspectors, Senior Education Officers and Development Officers within the team.
Practitioner-led workshops will showcase a wide variety of best practice in helping children and young people with SEBN, from throughout Scotland and from a variety of sectors. There will also be displays and information from a number of key partners.
Please register your interest with Andrew McArthur (firstname.lastname@example.org ) by Friday 28 February.
The Technologies Impact Review (TIR)
The Technologies Impact Review (TIR) is one of two aspect reviews being conducted by Education Scotland over 2013-14. The other is literacy and English. Similar reports were published in 2013 on science, social studies (on Education Scotland website) – these had similar process and objectives as for TIR: “What is it like to be a learner 3-18 in Scotland? What contribution do the technologies make to that experience, and what is their impact on young people?”
This blog post is part of a series of blogs sharing practice that has been seen in the schools visited as part of the review.
For those of you unfamiliar with QR (quick response) codes, they are similar to bar codes and contain information specific to an item. A key benefit of a QR code is that any amount of information can be attached to them. Creating QR codes is easy, free and you do not have to be an ICT expert to produce them. The following website contains information on how to get started https://www.the-qrcode-generator.com/. You can produce QR codes to use during lessons, using them in a variety of ways to enhance learning and teaching. To access the information contained within QR codes you will need the “scan” app. Apps are easily downloaded and installed on any mobile device.
Example of an activity using QR codes:
QR codes have been used to enhance learning and teaching in Practical Woodworking across several topics such as, tools, processes, materials and construction. For each lesson, the format is generally the same, however alterations are made to ensure the lesson remains current. QR codes, some containing answers, descriptions and questions based on the topic being taught are produced and printed separately on A5 paper. A5 image sheets containing one picture and a QR code linked to the picture are also created. Finally, an answer sheet containing blanks linked to the answers, questions and descriptions found in the QR codes is produced. QR codes can be placed around the classroom and adjoining corridor.
During the lesson learners are placed into groups of no more than four. Learners are given instructions to find the answers/descriptions missing on their answer sheet. Learners then work through a task using their answer sheet to identify a series of items found on their desks. For example, if the lesson focused on woods, learners would use their answer sheet to determine what answers/descriptions matched the wood samples given. In total, a timeframe of 20 minutes is given and a timer is placed on the interactive board.
On completion, learners begin peer assessment using a carousel system, placing ticks/crosses next to answers they agree/disagree with. Once the carousel is complete, each group returns to their own desk to see how well they have done. Learners can then share their views as to why they agreed/disagreed with other groups. This informs discussion and allows learners to utilise their knowledge in teaching one another. It also allows the teacher to raise important teaching points, to ensure learners understanding is further improved and correct.
Why was this approach taken?
This approach was taken because the theory in Practical Woodworking can be seen by learners as repetitive and they find it difficult to retain the knowledge required. There is no final exam and practitioners often find that learners do not recognise the importance of developing their knowledge and struggle to recall information when prompted or when working through tasks, tests and homework. This approach allows the development of knowledge and understanding to be an active part of the course.
What are the benefits for learners?
Learners gain several benefits from this approach. They are given the opportunity to explore their own understanding and share this with their peers, develop their critical thinking skills and become active in revision and assessment. The approach also utilises current technologies, whilst giving learners the opportunity to bring their own technology into the classroom. The topic naturally informs group discussion amongst learners and the teacher. Learners are also given ownership of assessment enabling them to peer assess work, which deepens their understanding, whilst continuing to develop their literacy skills.
The latest NPFS E-News Update has been circulated to parent councils via schools and is now available on the NPFS website. The update includes information on Curriculum for Excellence, National Parent Forum of Scotland in action, new National Parent Forum resources for the new qualifications, GIRFEC and details of other resources of interest to parents and carers.
Find topical teaching resources for February in our calendar of events includingFairtrade Fortnight (24 February – 9 March).
With only one week left till the call for seminar proposals for this year’s SLF closes, make sure your proposals are in before Friday 28 February. So far we’ve received a large number of proposals from across Scotland’s education sectors.
To ensure that we deliver a high quality conference programme we’re still looking for more proposals. If you know of a project or good practice that could be showcased then why not submit a proposal. Why not share this opportunity with your colleagues and networks too? This is your opportunity to be part of Scotland’s largest education conference and exhibition.
Further information about the theme for SLF 2014 and details of how to submit a seminar proposal is available on the SLF website.
To comply with the review and scrutiny process, all proposals must be submitted by Friday 28 February, any received after this date will not be considered for inclusion in the programme.
Last year we received more than 350 proposals which allowed Education Scotland to deliver a relevant and balanced conference programme covering all areas of education.
We look forward to receiving your proposals and hope you will contribute to SLF 2014 to help continue to deliver Scotland’s largest annual national education event. If you have any queries please email the SLF team.
The Parentzone website has a section on how parents and carers can help young people prepare for assessments and exams. There are suggestions on org
anisation, exam preparation and time management, and tips on ways to encourage studying.
Education Scotland has published the latest in a series of Curriculum Impact reports that are designed to present a subject-by-subject picture of how children and young people are experiencing learning in different areas of the 3-18 curriculum across the country.
The latest report focuses on religious and moral education and has been developed in partnership with schools and local authorities.
- Education Scotland: Professional Focus Papers for Gaelic (Learners) and Gàidhlig
- Making Good Assessment Decisions 3-18 – Gaelic Version Wall Poster http://www.educationscotland.gov.uk/Images/ESWallPoster12Feb_tcm4-732731.pdf
- Desk Poster – http://www.educationscotland.gov.uk/Images/ESDeskPoster13Feb_tcm4-732736.pdf
- NAR Flowchart – Gaelic Version
- Curriculum for Excellence briefing paper on Learning about Scotland which includes information on the role of Scotland’s languages in Learning about Scotland.
- Available on GLOW: http://bit.ly/19FVm1T Gaelic Stories with Catriona Lexy Campbell & Norman Campbell suitable for primary 4-7.
- Seminars broadcast live from SLF are all recorded and available on Glow TV to Watch Again.
- Quality Assurance and Moderation – Professional Learning Resource
- Aspiring Teachers, a website for those considering a career in teaching.
- an overarching paper has been written which deals specifically with those themes which are common to all curriculum areas and
- curriculum papers have been amended to reflect the changes made in response to the content of the overarching paper.