Assessing Communication at Key Stage 3: Guidance

Size: px
Start display at page:

Download "Assessing Communication at Key Stage 3: Guidance"

Transcription

1 Assessing Communication at Key Stage 3: Guidance

2 What are the Requirements for Communication? Across the curriculum, at a level appropriate to their ability, pupils should be enabled to develop skills in: Talking and Listening listen to and take part in discussions, explanations, role plays and presentations; contribute comments, ask questions and respond to others points of view; communicate information, ideas, opinions, feelings and imaginings using an expanding vocabulary; structure talk so that ideas can be understood by others; speak clearly and adapt ways of speaking to audience and situation; use non verbal methods to express ideas and engage with the listener. Reading read a range of texts* for information, ideas and enjoyment; use a range of strategies to read with increasing independence; find, select and use information from a range of sources; understand and explore ideas, events and features in texts*; use evidence from texts* to explain opinions. Writing talk about, plan and edit work; communicate information, meaning, feelings, imaginings and ideas in a clear and organised way; develop, express and present ideas in a variety of forms and formats, using traditional and digital resources, for different audiences and purposes; write with increasing accuracy and proficiency. * Note on texts: Texts refer to ideas that are organised to communicate and present a message in written, spoken, visual, digital and symbolic forms. Activity List activities in your subject which involve Communication. Map an activity in your subject to the requirements for Communication. (For detail, see Facilitators Notes and Appendix 4) 1

3 What are the Statutory Requirements in connection with Communication? Within the NI Curriculum, there is a requirement for pupils to be assessed annually in the crosscurricular skills of Communication, Using Mathematics and Using ICT. In Years 3 to 10, (from ) this assessment will be with reference to levels of progression. There is also a requirement for pupils to acquire and develop their cross curricular skills within the context of the areas of learning. What is the relationship between Literacy and Communication? How will pupils acquire and develop their skills? Within Literacy, pupils will acquire and develop knowledge, understanding and skills. There is flexibility, within and beyond the statutory minimum content, for learning and teaching in relation to literacy to be tailored to the needs of the pupil and the context of the school. Communication encompasses those core aspects which are common to all schools in Northern Ireland and which form consistent standards for assessment and reporting. There is a focus on using the skill in a range of contexts across the curriculum. Pupils should therefore be given opportunities to demonstrate, apply and transfer their knowledge, understanding and skills in a variety of contexts across the curriculum. Development Acquisition Promoting Demonstrating Applying Transferring Assessment Reporting Acquisition Pupils need to be taught both the what and the how of Communication before they can demonstrate their learning in a wide range of different situations. This acquisition may naturally occur within English, but can also be acquired in other relevant contexts across the curriculum. For example, pupils may learn how to understand and explore ideas, events and features in texts within Environment and Society, through investigating a range of evidence in a History context. 2

4 Development Pupils should be given opportunities to demonstrate, apply and transfer their Communication knowledge, understanding and skills in a variety of contexts across the curriculum. All subjects potentially have a role to play in developing pupils Communication skills by providing opportunities for them to demonstrate, practise, apply and transfer these skills. Teachers will already be engaged in this process via the delivery of the Learning Outcomes. All subjects can also contribute to the ongoing formative assessment of Communication, e.g. through feedback to pupils, peer and self assessment and on a day to day basis. Assessment and Reporting In the academic year 09/10 there is a requirement to formally assess Communication each year with reference to the levels of progression. This formal assessment should build on the acquisition and development that is taking place across the curriculum. However, while all subjects are required through their Learning Outcomes to contribute, as appropriate, to the acquisition and development of Communication, not all are expected to contribute to the formal assessment or reporting. Schools, therefore, have the flexibility to create a model of coordination for assessment and reporting which is manageable and meaningful within their own particular school context. Proposal Assessment evidence for Communication should be drawn from at least two Areas of Learning across the Key Stage. Each pupil s progress in Communication will be reported annually in the Pupil Profile. Customisable comment banks, referenced to the levels of progression, are available as part of the Profiles 7 report writing software package. These comment banks provide points of reference for teachers own comments on individual pupil progress. Use of these comment banks is optional. 3

5 What are the Levels of Progression for Communication? It should be noted that, at the time of writing (April 08), the Levels of Progression are draft. The Levels of Progression form the standards which will be used make annual judgements about pupils progress. There are seven levels which provide consistent standards across Key Stages 1, 2 and 3: At Key Stage 1 (Years 3&4), pupils will be working up to and including Level 3. At Key Stage 2 (Years 5 7), pupils will be working up to and including Level 5. At Key Stage 3 (Years 8 10), pupils will be working up to and including Level 7. The Levels of Progression include: the requirements for Communication; context statements (straplines) at each level; the expected standard at each level, expressed as competence based Pupils can statements. The requirements for Communication can be found at the left of the Levels of Progression document. They are colour coded so that progression in the requirements can be tracked throughout the levels. Requirements Expected standard at a level Pupils can Context statements Three strands of Communication: Talking and Listening; Reading; Writing. Progression in the Requirements 4

6 Progression Progression in the requirements for Communication can be tracked by using the colour coding. Activity Track one of the Communication requirements (i.e. one colour strip) from Level 1 to Level 7, looking at progression. Read down all level descriptions for Level 4 and 5, annotating key words in the context statements and in the bullet points which pinpoint progression. (For detail, see Facilitators notes) Progression can also be seen in the context statements at each level (for example, Level 4 Reading: In a range of texts of varying lengths for a variety of purposes.. These indicate the contexts and nature of activities at each level. When identifying and designing assessment opportunities, you should look carefully at the context statement to consider whether the activity allows pupils to achieve at the appropriate level. Context From (Level 1) To (Level 7) familiar unfamiliar informal formal Nature of activity Independence structured closed simple demonstrate supported free response open ended complex transfer independent Activity Look at the context statements at each level. Think of an activity for Communication within your subject. How do the context statements impact on an assessment activity planned for pupils? 5

7 Assessment In Years 3 to 10, pupils progress in Communication will be assessed with reference to the Levels of Progression. How will pupils be assessed? The Process Pupils can be assigned a level on the completion of a Communication task. Any one assessment can only provide a snapshot of pupil progress. At the end of each year, teachers will make a holistic, best fit judgement about the level which best describes the pupil s progress and performance. This judgement is likely to be based on ongoing assessments and observations throughout the year. In order to build up a broader picture over time, you will need to carry out a number of assessments which together cover the three strands of Communication. These assessments will include planned activities across a range of contexts and using a variety of assessment methods. Some assessments may be based on observation of day to day work within the classroom. However, activities to assess Communication should ideally include opportunities for pupils to demonstrate their ability to use their communication skills appropriately for specific purposes across the curriculum. To build up a picture over time it is good practice to retain evidence of pupils achievement in their learning. Evidence could include a combination of: teacher observation of groups and individuals (planned and incidental) recorded as brief, concise notes; teacher interaction with groups and individuals recorded as brief, concise notes; practical, oral and written work (including evidence of work in progress to illustrate process); digital evidence (e.g. video, computer or wider ICT based assessments); observation/evidence of peer and self assessment (including pupil records, notes, self and peer assessment sheets etc). How do I make a summative judgement about the level at which a pupil is working? It is necessary to determine a level in Communication for each pupil, each year. When making a summative judgement, the following should be kept in mind: The level awarded will be a best fit, holistic Communication level. No one assessment will look at the entire range of Communication. Therefore, evidence for the best fit to a level will be drawn from a range of activities and tasks over the year. In practical terms: Has the pupil achieved a best fit at the level across all three areas of Talking and Listening, Reading and Writing, across a range of activities/tasks and in a range of contexts? 6

8 Planning for Assessment In the light of the information given so far, there is a clear need for planning in order to ensure that pupils have opportunities to demonstrate a wide range of Communication skills in a variety of meaningful contexts. Activity What range of opportunities will pupils need to have in order to demonstrate achievement at a level? Which departments are involved in the statutory assessment of Communication in relation to a particular year group? How can the departments involved ensure that pupils can demonstrate achievement at a level through a range of opportunities? Creating Assessment Activities Effective assessment activities: fall naturally out of teaching and learning within the curriculum and enrich the learning experience for the pupils; encourage the demonstration, application and transferability of skills; are authentic and based on real and relevant contexts; are open ended and flexible; o allowing for a range of approaches; o encouraging independent thinking; are accessible while also being challenging; allow for differentiation across the levels; are manageable for both teachers and pupils. Activity Identify an assessment opportunity in a departmental scheme of work and consider how it can be developed into an assessment task that encompasses all three strands of Communication (Talking & Listening, Reading and Writing). (For detail see Facilitators Notes and Appendix 5 for an overview, Appendix 6 to make notes on your chosen assessment task and Appendix 8 if you wish to use the CCEA exemplar task template.) 7

9 What will support me in assessing Communication? There will be a range of support available for assessing Communication. This includes: CCEA exemplar tasks. These are optional tasks to provide opportunities for Communication, to support teacher judgement and to illustrate approaches. They are available for download at ex.asp. Guidance on the Level descriptors in Communication. These provide further detail to assist teachers in understanding the requirements of each level and in helping them make a judgement. This guidance will become available for download at The following support is under development and will also be available: Assessment microsite and online support; additional CCEA exemplar tasks; exemplification of standards through pupils work with commentaries to illustrate performance at a level; quality assurance and moderation. 8

10 Appendices 9

11 Appendix 1 Aims 1. To consider the extent to which Communication is naturally occurring across the curriculum; 2. to become familiar with the document Draft Levels of Progression in COMMUNICATION across the curriculum: Key Stage 3 ; 3. to understand and become familiar with one approach to assessing Communication. 10

12 Appendix 2 Communication to date Consider the following questions: 1. In what ways has your school successfully disseminated ideas about assessment? 2. How have departments in your school begun to address the assessment of Communication? 3. As a classroom teacher, what would you say about the benefits and challenges of helping pupils to acquire and develop the skills of Communication? 11

13 Appendix 3 COMMUNICATION Communication is central to the whole curriculum. Pupils should be able to communicate in order to express themselves socially, emotionally and physically, to develop as individuals, engage with others and contribute as members of society. Pupils should be given opportunities to engage with and demonstrate the skill of communication and to transfer their knowledge about communication concepts and skills to real life, meaningful contexts across the curriculum. The modes of communication include Talking and Listening, Reading and Writing. However, effective communication also includes non verbal modes of communication, wider literacy and the use of multimedia and ICT technologies which may combine different modes. Pupils are therefore encouraged to become effective communicators by using a using a range of techniques, forms and media to convey information and ideas creatively and appropriately. Across the curriculum, at a level appropriate to their ability, pupils should be enabled to develop skills in: Talking and Listening Pupils should be enabled to: listen to and take part in discussions, explanations, role plays and presentations; contribute comments, ask questions and respond to others' points of view; communicate information, ideas, opinions, feelings and imaginings, using an expanding vocabulary; structure talk so that ideas can be understood by others; speak clearly and adapt ways of speaking to audience and situation; use non verbal methods to express ideas and engage with the listener. Reading Pupils should be enabled to: read a range of texts* for information, ideas and enjoyment; use a range of strategies to read with increasing independence; find, select and use information from a range of sources; understand and explore ideas, events and features in texts*; use evidence from texts* to explain opinions. *Note on texts: Texts refer to ideas that are organised to communicate and present a message in written, spoken, visual, digital and symbolic forms. Writing Pupils should be enabled to: talk about, plan and edit work; communicate information, meaning, feelings, imaginings and ideas in a clear and organised way; develop, express and present ideas in a variety of forms and formats, using traditional and digital resources, for different audiences and purposes; write with increasing accuracy and proficiency. 12

14 Appendix 4 Relating activities to the Requirements for Communication 1. Think about a presentation activity and draw arrows to the Requirements that it addresses. Requirements for Communication Across the curriculum, at a level appropriate to their ability, pupils should be enabled to develop skills in: Talking and Listening Pupils should be enabled to: listen to and take part in discussions, explanations, role plays and presentations; contribute comments, ask questions and respond to others' points of view; communicate information, ideas, opinions, feelings and imaginings, using an expanding vocabulary; structure talk so that ideas can be understood by others; speak clearly and adapt ways of speaking to audience and situation; use non verbal methods to express ideas and engage with the listener. 2. Choose another type of Communication activity and draw arrows to the Requirements that it addresses. Reading Pupils should be enabled to: read a range of texts* for information, ideas and enjoyment; use a range of strategies to read with increasing independence; find, select and use information from a range of sources; understand and explore ideas, events and features in texts*; use evidence from texts* to explain opinions. *Note on texts: Texts refer to ideas that are organised to communicate and present a message in written, spoken, visual and symbolic forms. Writing Pupils should be enabled to: talk about, plan and edit work; communicate information, meaning, feelings, imaginings and ideas in a clear and organised way; develop, express and present ideas in a variety of forms and formats, using traditional and digital resources, for different audiences and purposes; write with increasing accuracy and proficiency. 13

15 Appendix 5 Thinking through your own task Identify appropriate assessment opportunities within the subject/across the curriculum Decide on the assessment focus Match assessment opportunity to the requirement central to the task Consider how subject context and resource can enable pupils Decide on the specific nature of the assessment activity Identify the prior learning required Identify the process and sequence of the activity (including pupil involvement) Identify what you will be looking for by way of evidence of achievement and how you will obtain this Use the levels of progression to make a judgement 14

16 Appendix 6 Planning an Assessment Activity Planning and carrying out the activity What is the activity? What is the curricular context for the activity? What skills in Communication will pupils demonstrate? What is the strand focus? What is requirement central to the task? What prior knowledge will pupils need to complete the activity? How and when will pupils acquire this prior knowledge? What do pupils have to do? What are the stages? How will pupil performance be observed/recorded? What s the evidence? 15

17 Appendix 7 Communication Task Outline: Cross Curricular Skill: Communication Assessment Focus: Assessment Task Requirement central to task This statement comes from the document Draft Levels of Progression in Communication across the curriculum: Key Stage 3 Select one of three strands of Communication. What do pupils do? Select one of requirements from the left hand side of the document Draft Levels of Progression in COMMUNICATION across the curriculum: Key Stage 3. Task Outline Talking and Listening Reading Writing Approach What activities do pupils engage in for each of the three strands of Communication? How do the activities noted above complement each other? 16

18 Sequence of Task Focus Process of Task Which strand of Communication? Talking & Listening, Reading or Writing? Stage 1 What will pupils do at this point? Prior Learning What is it useful for pupils to know / have done to get the most out of the Communication activity? How can you determine pupils prior learning? Who do you need to talk to in school to determine this? Encourage pupils to consider questions such as: Think about questions which might help pupils succeed in this activity. Connecting the Communication activities How do the activities complement / inform / draw on each other? Which strand of Communication? Talking & Listening, Reading or Writing? Stage 2 What will pupils do at this point? Prior Learning: What is it useful for pupils to know / have done to get the most out of the Communication activity? How can you determine pupils prior learning? Who do you need to talk to in school to determine this? Encourage pupils to consider questions such as: Think about questions which might help pupils succeed in this activity. Connecting the Communication activities How do the activities complement / inform / draw on each other? 17

19 Which strand of Communication? Talking & Listening, Reading or Writing? Stage 3 What will pupils do at this point? Prior Learning Encourage pupils to consider questions such as: What is it useful for pupils to know / have done to get the most out of the Communication activity? How can you determine pupils prior learning? Who do you need to talk to in school to determine this? Think about questions which might help pupils succeed in this activity. A Communication level is assigned on the completion of the three activities. 18

20 Making a Judgement A Communication level for this task is assigned with reference to the statutory level descriptions for (insert one of the three Communication strands) All of the bullets for any given (insert one of the three Communication strands) level should be considered when assigning a level. The statutory level descriptions which are central to this task are printed below in bold. Additional non statutory guidance for these level descriptions follows beneath. Requirement Statutory Level Descriptions The pupil can: Level 3 Level 4 Level 5 Level 6 Insert requirement selected as being central to task insert level description(s) which fall out of requirement in first column insert level description(s) which fall out of requirement in first column insert level description(s) which fall out of requirement in first column insert level description(s) which fall out of requirement in first column Non Statutory Guidance Level 3 Level 4 Level 5 Level 6 insert statement from non insert statement from non insert statement from non insert statement from statutory guidance which relates to the Level description above statutory guidance which relates to the Level description above statutory guidance which relates to the Level description above non statutory guidance which relates to the Level description above 19

21 Appendix 8 Communication Task Outline: Cross Curricular Skill: Communication Assessment Focus: Assessment Task Requirement central to task This statement comes from the document Draft Levels of Progression in Communication across the curriculum: Key Stage 3 Task Outline Talking and Listening Reading Writing Approach 20

22 Sequence of Task Focus Process of Task Stage 1 Prior Learning Encourage pupils to consider questions such as: Connecting the Communication activities Stage 2 Prior Learning: Encourage pupils to consider questions such as: Connecting the Communication activities 21

23 Stage 3 Prior Learning Encourage pupils to consider questions such as: A Communication level is assigned on the completion of the three activities. 22

24 Making a Judgement A Communication level for this task is assigned with reference to the statutory level descriptions for All of the bullets for any given level should be considered when assigning a level. The statutory level descriptions which are central to this task are printed below in bold. Additional non statutory guidance for these level descriptions follows beneath. Requirement Statutory Level Descriptions The pupil can: Level 3 Level 4 Level 5 Level 6 Non Statutory Guidance Level 3 Level 4 Level 5 Level 6 23

25 Appendix 9 Teacher Observation of Pupils Assessment Focus Assessment Task Requirement central to Task Pupil Name Comments Level Assigned 24

26 Appendix 10 Area of Learning/Subject: Possible departmental audit/ planning template for Communication Year group: The Requirements for Communication Talking and Listening Across the curriculum, at a level appropriate to their ability, pupils should be enabled to: Task Title Task Title Task Title Task Title listen to and take part in discussions, explanations, role plays and presentations contribute comments, ask questions and respond to others points of view communicate information, ideas, opinions, feelings and imaginings using am expanding vocabulary structure talk so that ideas can be understood by others speak clearly and adapt ways of speaking to audience and situation use non verbal methods to express ideas and engage with the listener 25

27 Appendix 10 continued Area of Learning/Subject: Year group: The Requirements for Communication in Reading Across the curriculum, at a level appropriate to their ability, pupils should be enabled to: Task Title Task Title Task Title Task Title read a range of texts for information, ideas and enjoyment use a range of strategies to read with increasing independence find, select and use information from a range of sources understand and explore ideas, events and features in texts use evidence from texts to explain opinions 26

28 Appendix 10 continued Area of Learning/Subject: Year group: The Requirements for Communication in Writing Across the curriculum, at a level appropriate to their ability, pupils should be enabled to: Task Title Task Title Task Title Task Title talk about, plan and edit work communicate information, meaning, feelings, imaginings and ideas in a clear and organised way develop, express and present ideas in a variety of forms and formats, using traditional and digital resources, for different audiences and purposes write with increasing accuracy and proficiency 27

Politics and Society Curriculum Specification

Politics and Society Curriculum Specification Leaving Certificate Politics and Society Curriculum Specification Ordinary and Higher Level 1 September 2015 2 Contents Senior cycle 5 The experience of senior cycle 6 Politics and Society 9 Introduction

More information

The Curriculum in Primary Schools

The Curriculum in Primary Schools The Curriculum in Primary Schools Seminar on findings from Curriculum Implementation Evaluation, DES Inspectorate Primary Curriculum Review, Phase 1, NCCA May 11 th 2005 Planning the curriculum whole school

More information

Thameside Primary School Rationale for Assessment against the National Curriculum

Thameside Primary School Rationale for Assessment against the National Curriculum Thameside Primary School Rationale for Assessment against the National Curriculum We are a rights respecting school: Article 28: (Right to education): All children have the right to a primary education.

More information

Myths, Legends, Fairytales and Novels (Writing a Letter)

Myths, Legends, Fairytales and Novels (Writing a Letter) Assessment Focus This task focuses on Communication through the mode of Writing at Levels 3, 4 and 5. Two linked tasks (Hot Seating and Character Study) that use the same context are available to assess

More information

St. Martin s Marking and Feedback Policy

St. Martin s Marking and Feedback Policy St. Martin s Marking and Feedback Policy The School s Approach to Marking and Feedback At St. Martin s School we believe that feedback, in both written and verbal form, is an integral part of the learning

More information

Practice Learning Handbook

Practice Learning Handbook Southwest Regional Partnership 2 Step Up to Social Work University of the West of England Holistic Assessment of Practice Learning in Social Work Practice Learning Handbook Post Graduate Diploma in Social

More information

Technical Skills for Journalism

Technical Skills for Journalism The Further Education and Training Awards Council (FETAC) was set up as a statutory body on 11 June 2001 by the Minister for Education and Science. Under the Qualifications (Education & Training) Act,

More information

Practice Learning Handbook

Practice Learning Handbook Southwest Regional Partnership 2 Step Up to Social Work University of the West of England Holistic Assessment of Practice Learning in Social Work Practice Learning Handbook Post Graduate Diploma in Social

More information

Exhibition Techniques

Exhibition Techniques The Further Education and Training Awards Council (FETAC) was set up as a statutory body on 11 June 2001 by the Minister for Education and Science. Under the Qualifications (Education & Training) Act,

More information

MFL SPECIFICATION FOR JUNIOR CYCLE SHORT COURSE

MFL SPECIFICATION FOR JUNIOR CYCLE SHORT COURSE MFL SPECIFICATION FOR JUNIOR CYCLE SHORT COURSE TABLE OF CONTENTS Contents 1. Introduction to Junior Cycle 1 2. Rationale 2 3. Aim 3 4. Overview: Links 4 Modern foreign languages and statements of learning

More information

Abbey Academies Trust. Every Child Matters

Abbey Academies Trust. Every Child Matters Abbey Academies Trust Every Child Matters Amended POLICY For Modern Foreign Languages (MFL) September 2005 September 2014 September 2008 September 2011 Every Child Matters within a loving and caring Christian

More information

LITERACY ACROSS THE CURRICULUM POLICY

LITERACY ACROSS THE CURRICULUM POLICY "Pupils should be taught in all subjects to express themselves correctly and appropriately and to read accurately and with understanding." QCA Use of Language across the Curriculum "Thomas Estley Community

More information

1 Use complex features of a word processing application to a given brief. 2 Create a complex document. 3 Collaborate on a complex document.

1 Use complex features of a word processing application to a given brief. 2 Create a complex document. 3 Collaborate on a complex document. National Unit specification General information Unit code: HA6M 46 Superclass: CD Publication date: May 2016 Source: Scottish Qualifications Authority Version: 02 Unit purpose This Unit is designed to

More information

Feedback, Marking and Presentation Policy

Feedback, Marking and Presentation Policy Feedback, Marking and Presentation Policy This policy was developed as part of a consultation process involving pupils, staff, parents and Governors of the school. In development of this policy reference

More information

Programme Specification

Programme Specification Programme Specification Title of Course: Foundation Year in Science, Computing & Mathematics Date Specification Produced: January 2013 Date Specification Last Revised: May 2013 This Programme Specification

More information

EQuIP Review Feedback

EQuIP Review Feedback EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS

More information

Making the ELPS-TELPAS Connection Grades K 12 Overview

Making the ELPS-TELPAS Connection Grades K 12 Overview Making the ELPS-TELPAS Connection Grades K 12 Overview 2017-2018 Texas Education Agency Student Assessment Division. Disclaimer These slides have been prepared by the Student Assessment Division of the

More information

Digital Media Literacy

Digital Media Literacy Digital Media Literacy Draft specification for Junior Cycle Short Course For Consultation October 2013 2 Draft short course: Digital Media Literacy Contents Introduction To Junior Cycle 5 Rationale 6 Aim

More information

Jazz Dance. Module Descriptor.

Jazz Dance. Module Descriptor. The Further Education and Training Awards Council (FETAC) was set up as a statutory body on 11 June 2001 by the Minister for Education and Science. Under the Qualifications (Education & Training) Act,

More information

Charlton Kings Infants School

Charlton Kings Infants School Charlton Kings Infants School PE Policy Written by: Laura Jarvis Last reviewed: September 2016 CONTENTS No Title Page 1 Subject Definition 3 2 Statutory and non-statutory requirements 3 3 The school focus

More information

Whole School Evaluation REPORT. Tigh Nan Dooley Special School Carraroe, County Galway Roll Number: 20329B

Whole School Evaluation REPORT. Tigh Nan Dooley Special School Carraroe, County Galway Roll Number: 20329B An Roinn Oideachais agus Scileanna Department of Education and Skills Whole School Evaluation REPORT Tigh Nan Dooley Special School Carraroe, County Galway Roll Number: 20329B Date of inspection: 19 September

More information

LITERACY ACROSS THE CURRICULUM POLICY Humberston Academy

LITERACY ACROSS THE CURRICULUM POLICY Humberston Academy LITERACY ACROSS THE CURRICULUM POLICY Humberston Academy Literacy is a bridge from misery to hope. It is a tool for daily life in modern society. It is a bulwark against poverty and a building block of

More information

Higher Education Review of University of Hertfordshire

Higher Education Review of University of Hertfordshire Higher Education Review of University of Hertfordshire December 2015 Contents About this review... 1 Key findings... 2 QAA's judgements about the University of Hertfordshire... 2 Good practice... 2 Affirmation

More information

Document number: 2013/ Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering

Document number: 2013/ Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering Document number: 2013/0006139 Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering Program Learning Outcomes Threshold Learning Outcomes for Engineering

More information

Assessment and Evaluation

Assessment and Evaluation Assessment and Evaluation 201 202 Assessing and Evaluating Student Learning Using a Variety of Assessment Strategies Assessment is the systematic process of gathering information on student learning. Evaluation

More information

Qualification handbook

Qualification handbook Qualification handbook BIIAB Level 3 Award in 601/5960/1 Version 1 April 2015 Table of Contents 1. About the BIIAB Level 3 Award in... 1 2. About this pack... 2 3. BIIAB Customer Service... 2 4. What are

More information

Assessment Pack HABC Level 3 Award in Education and Training (QCF)

Assessment Pack HABC Level 3 Award in Education and Training (QCF) www.highfieldabc.com Assessment Pack HABC Level 3 Award in Education and Training (QCF) Version 1: December 2013 Contents Introduction 3 Learner Details 5 Centre Details 5 Achievement Summary Sheet 6 Declaration

More information

Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster

Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster Drayton Infant School Drayton CE Junior School Ghost Hill Infant School & Nursery Nightingale First School Taverham VC CE

More information

Presentation 4 23 May 2017 Erasmus+ LOAF Project, Vilnius, Lithuania Dr Declan Kennedy, Department of Education, University College Cork, Ireland.

Presentation 4 23 May 2017 Erasmus+ LOAF Project, Vilnius, Lithuania Dr Declan Kennedy, Department of Education, University College Cork, Ireland. The role of rubrics in making the assessment visible and clear Presentation 4 23 May 2017 Erasmus+ LOAF Project, Vilnius, Lithuania Dr Declan Kennedy, Department of Education, University College Cork,

More information

LA1 - High School English Language Development 1 Curriculum Essentials Document

LA1 - High School English Language Development 1 Curriculum Essentials Document LA1 - High School English Language Development 1 Curriculum Essentials Document Boulder Valley School District Department of Curriculum and Instruction April 2012 Access for All Colorado English Language

More information

Language and Literacy: Exploring Examples of the Language and Literacy Foundations

Language and Literacy: Exploring Examples of the Language and Literacy Foundations Language and Literacy: Strands: Listening & Speaking Reading Writing GETTING READY Instructional Component(s): Information Delivery; In-Class Activity; Out-of- Class Activity; Assessment Strands: This

More information

BENGKEL 21ST CENTURY LEARNING DESIGN PERINGKAT DAERAH KUNAK, 2016

BENGKEL 21ST CENTURY LEARNING DESIGN PERINGKAT DAERAH KUNAK, 2016 BENGKEL 21ST CENTURY LEARNING DESIGN PERINGKAT DAERAH KUNAK, 2016 NAMA : CIK DIANA ALUI DANIEL CIK NORAFIFAH BINTI TAMRIN SEKOLAH : SMK KUNAK, KUNAK Page 1 21 st CLD Learning Activity Cover Sheet 1. Title

More information

Principles, theories and practices of learning and development

Principles, theories and practices of learning and development Principles, theories and practices of learning and development UV40800 D/502/9542 Learner name: VRQ Learner number: VTCT is the specialist awarding body for the Hairdressing, Beauty Therapy, Complementary

More information

California Department of Education English Language Development Standards for Grade 8

California Department of Education English Language Development Standards for Grade 8 Section 1: Goal, Critical Principles, and Overview Goal: English learners read, analyze, interpret, and create a variety of literary and informational text types. They develop an understanding of how language

More information

Business. Pearson BTEC Level 1 Introductory in. Specification

Business. Pearson BTEC Level 1 Introductory in. Specification Pearson BTEC Level 1 Introductory in Business Specification Pearson BTEC Level 1 Introductory Certificate in Business Pearson BTEC Level 1 Introductory Diploma in Business Pearson BTEC Level 1 Introductory

More information

Quality assurance of Authority-registered subjects and short courses

Quality assurance of Authority-registered subjects and short courses Quality assurance of Authority-registered subjects and short courses 170133 The State of Queensland () 2017 PO Box 307 Spring Hill QLD 4004 Australia 154 Melbourne Street, South Brisbane Phone: (07) 3864

More information

Science in the Environment: Living Things (National 1)

Science in the Environment: Living Things (National 1) Science in the Environment: Living Things (National 1) SCQF: level 1 (6 SCQF credit points) Unit code: H707 71 Unit outline The general aim of this Unit is to provide learners with opportunities to look

More information

Unit 7 Data analysis and design

Unit 7 Data analysis and design 2016 Suite Cambridge TECHNICALS LEVEL 3 IT Unit 7 Data analysis and design A/507/5007 Guided learning hours: 60 Version 2 - revised May 2016 *changes indicated by black vertical line ocr.org.uk/it LEVEL

More information

Examinations Officer Part-Time Term-Time 27.5 hours per week

Examinations Officer Part-Time Term-Time 27.5 hours per week SULLIVAN UPPER SCHOOL, HOLYWOOD Examinations Officer Part-Time Term-Time 27.5 hours per week 1. INTRODUCTION AND TITLE OF THE POST Sullivan Upper School wishes to recruit an enthusiastic individual who

More information

Referencing the Danish Qualifications Framework for Lifelong Learning to the European Qualifications Framework

Referencing the Danish Qualifications Framework for Lifelong Learning to the European Qualifications Framework Referencing the Danish Qualifications for Lifelong Learning to the European Qualifications Referencing the Danish Qualifications for Lifelong Learning to the European Qualifications 2011 Referencing the

More information

Programme Specification

Programme Specification Programme Specification Title: Accounting and Finance Final Award: Master of Science (MSc) With Exit Awards at: Postgraduate Certificate (PG Cert) Postgraduate Diploma (PG Dip) Master of Science (MSc)

More information

Curriculum Policy. November Independent Boarding and Day School for Boys and Girls. Royal Hospital School. ISI reference.

Curriculum Policy. November Independent Boarding and Day School for Boys and Girls. Royal Hospital School. ISI reference. Curriculum Policy Independent Boarding and Day School for Boys and Girls Royal Hospital School November 2017 ISI reference Key author Reviewing body Approval body Approval frequency 2a Director of Curriculum,

More information

Ohio s New Learning Standards: K-12 World Languages

Ohio s New Learning Standards: K-12 World Languages COMMUNICATION STANDARD Communication: Communicate in languages other than English, both in person and via technology. A. Interpretive Communication (Reading, Listening/Viewing) Learners comprehend the

More information

Author: Justyna Kowalczys Stowarzyszenie Angielski w Medycynie (PL) Feb 2015

Author: Justyna Kowalczys Stowarzyszenie Angielski w Medycynie (PL)  Feb 2015 Author: Justyna Kowalczys Stowarzyszenie Angielski w Medycynie (PL) www.angielskiwmedycynie.org.pl Feb 2015 Developing speaking abilities is a prerequisite for HELP in order to promote effective communication

More information

Mandatory Review of Social Skills Qualifications. Consultation document for Approval to List

Mandatory Review of Social Skills Qualifications. Consultation document for Approval to List Mandatory Review of Social Skills Qualifications Consultation document for Approval to List February 2015 Prepared by: National Qualifications Services on behalf of the Social Skills Governance Group 1

More information

STUDENT ASSESSMENT, EVALUATION AND PROMOTION

STUDENT ASSESSMENT, EVALUATION AND PROMOTION 300-37 Administrative Procedure 360 STUDENT ASSESSMENT, EVALUATION AND PROMOTION Background Maintaining a comprehensive system of student assessment and evaluation is an integral component of the teaching-learning

More information

Higher Education Review (Embedded Colleges) of Kaplan International Colleges UK Ltd

Higher Education Review (Embedded Colleges) of Kaplan International Colleges UK Ltd Higher Education Review (Embedded Colleges) of Kaplan International Colleges UK Ltd June 2016 Contents About this review... 1 Key findings... 2 QAA's judgements about Kaplan International Colleges UK Ltd...

More information

BENTLEY ST PAUL S C OF E PRIMARY SCHOOL POLICY FOR I.C.T. Growing together in faith, love and trust, we will succeed. Date of Policy: 2013

BENTLEY ST PAUL S C OF E PRIMARY SCHOOL POLICY FOR I.C.T. Growing together in faith, love and trust, we will succeed. Date of Policy: 2013 BENTLEY ST PAUL S C OF E PRIMARY SCHOOL POLICY FOR I.C.T Growing together in faith, love and trust, we will succeed. Date of Policy: 2013 Date of Review: 2015 Date Ratified by FGB: Purpose: Through teaching

More information

IBCP Language Portfolio Core Requirement for the International Baccalaureate Career-Related Programme

IBCP Language Portfolio Core Requirement for the International Baccalaureate Career-Related Programme IBCP Language Portfolio Core Requirement for the International Baccalaureate Career-Related Programme Name Student ID Year of Graduation Start Date Completion Due Date May 1, 20 (or before) Target Language

More information

Navitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education

Navitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education Navitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education February 2014 Annex: Birmingham City University International College Introduction

More information

Facing our Fears: Reading and Writing about Characters in Literary Text

Facing our Fears: Reading and Writing about Characters in Literary Text Facing our Fears: Reading and Writing about Characters in Literary Text by Barbara Goggans Students in 6th grade have been reading and analyzing characters in short stories such as "The Ravine," by Graham

More information

National Literacy and Numeracy Framework for years 3/4

National Literacy and Numeracy Framework for years 3/4 1. Oracy National Literacy and Numeracy Framework for years 3/4 Speaking Listening Collaboration and discussion Year 3 - Explain information and ideas using relevant vocabulary - Organise what they say

More information

Common Core Exemplar for English Language Arts and Social Studies: GRADE 1

Common Core Exemplar for English Language Arts and Social Studies: GRADE 1 The Common Core State Standards and the Social Studies: Preparing Young Students for College, Career, and Citizenship Common Core Exemplar for English Language Arts and Social Studies: Why We Need Rules

More information

The ELA/ELD Framework Companion: a guide to assist in navigating the Framework

The ELA/ELD Framework Companion: a guide to assist in navigating the Framework The ELA/ELD Framework Companion: a guide to assist in navigating the Framework Chapter & Broad Topics Content (page) Notes Introduction Broadly Literate Capacities of a Literate Individual Guiding Principles

More information

National Standards for Foreign Language Education

National Standards for Foreign Language Education A Correlation of Prentice Hall Ecce Romani I To the ACTFL American Council on the Teaching of Foreign Language National Standards for Foreign Language Education A Correlation of Statement of Philosophy

More information

Somerset Progressive School Planning, Assessment, Recording & Celebration Policy

Somerset Progressive School Planning, Assessment, Recording & Celebration Policy Policy Number: Originator: Neil Gage,/ Jason Goddard Issue Number: Authoriser: Jason Goddard Issue Date: 01/04/2017 Service Type: Education Next Review Due: 01/04/2018 Policy Location: Keys PCE 1: Aim

More information

MYP Language A Course Outline Year 3

MYP Language A Course Outline Year 3 Course Description: The fundamental piece to learning, thinking, communicating, and reflecting is language. Language A seeks to further develop six key skill areas: listening, speaking, reading, writing,

More information

Archdiocese of Birmingham

Archdiocese of Birmingham Archdiocese of Birmingham Section 48 Inspection SS MARY AND JOHN CATHOLIC PRIMARY SCHOOL Part of the Bishop Cleary Catholic Multi-Academy Company Caledonia Rd, Wolverhampton WV2 1HZ Inspection date 19

More information

PROGRAMME SPECIFICATION UWE UWE. Taught course. JACS code. Ongoing

PROGRAMME SPECIFICATION UWE UWE. Taught course. JACS code. Ongoing PROGRAMME SPECIFICATION Section 1: Basic Data Awarding institution/body Teaching institution Delivery Location(s) Faculty responsible for programme Modular Scheme title UWE UWE UWE: St Matthias campus

More information

INSTRUCTIONAL FOCUS DOCUMENT Grade 5/Science

INSTRUCTIONAL FOCUS DOCUMENT Grade 5/Science Exemplar Lesson 01: Comparing Weather and Climate Exemplar Lesson 02: Sun, Ocean, and the Water Cycle State Resources: Connecting to Unifying Concepts through Earth Science Change Over Time RATIONALE:

More information

The Referencing of the Irish National Framework of Qualifications to EQF

The Referencing of the Irish National Framework of Qualifications to EQF The Referencing of the Irish National Framework of Qualifications to EQF National Qualifications Frameworks in an International perspective Brussels 30 November 2009 Dr Jim Murray National Qualifications

More information

TEKS Correlations Proclamation 2017

TEKS Correlations Proclamation 2017 and Skills (TEKS): Material Correlations to the Texas Essential Knowledge and Skills (TEKS): Material Subject Course Publisher Program Title Program ISBN TEKS Coverage (%) Chapter 114. Texas Essential

More information

Information System Design and Development (Advanced Higher) Unit. level 7 (12 SCQF credit points)

Information System Design and Development (Advanced Higher) Unit. level 7 (12 SCQF credit points) Information System Design and Development (Advanced Higher) Unit SCQF: level 7 (12 SCQF credit points) Unit code: H226 77 Unit outline The general aim of this Unit is for learners to develop a deep knowledge

More information

eportfolio Guide Missouri State University

eportfolio Guide Missouri State University Social Studies eportfolio Guide Missouri State University Updated February 2014 Missouri State Portfolio Guide MoSPE & Conceptual Framework Standards QUALITY INDICATORS MoSPE 1: Content Knowledge Aligned

More information

Researcher Development Assessment A: Knowledge and intellectual abilities

Researcher Development Assessment A: Knowledge and intellectual abilities Researcher Development Assessment A: Knowledge and intellectual abilities Domain A: Knowledge and intellectual abilities This domain relates to the knowledge and intellectual abilities needed to be able

More information

Create A City: An Urban Planning Exercise Students learn the process of planning a community, while reinforcing their writing and speaking skills.

Create A City: An Urban Planning Exercise Students learn the process of planning a community, while reinforcing their writing and speaking skills. Create A City: An Urban Planning Exercise Students learn the process of planning a community, while reinforcing their writing and speaking skills. Author Gale Ekiss Grade Level 4-8 Duration 3 class periods

More information

Nottingham Trent University Course Specification

Nottingham Trent University Course Specification Nottingham Trent University Course Specification Basic Course Information 1. Awarding Institution: Nottingham Trent University 2. School/Campus: Nottingham Business School / City 3. Final Award, Course

More information

ODS Portal Share educational resources in communities Upload your educational content!

ODS Portal  Share educational resources in communities Upload your educational content! ODS Portal www.opendiscoveryspace.eu Share educational resources in communities Upload your educational content! 1 From where you can share your resources! Share your resources in the Communities that

More information

Paraprofessional Evaluation: School Year:

Paraprofessional Evaluation: School Year: Paraprofessional Evaluation: School Year: 2014-2015 Name Evaluator Contributing Evaluator Program Grade Site Observat ion Date: Observation Date Post-Conference Date Additional Observation Date-As Needed

More information

What the National Curriculum requires in reading at Y5 and Y6

What the National Curriculum requires in reading at Y5 and Y6 What the National Curriculum requires in reading at Y5 and Y6 Word reading apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in Appendix 1 of the

More information

Unpacking a Standard: Making Dinner with Student Differences in Mind

Unpacking a Standard: Making Dinner with Student Differences in Mind Unpacking a Standard: Making Dinner with Student Differences in Mind Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Grade 7 Reading Standards

More information

UNIVERSITY OF DERBY JOB DESCRIPTION. Centre for Excellence in Learning and Teaching. JOB NUMBER SALARY to per annum

UNIVERSITY OF DERBY JOB DESCRIPTION. Centre for Excellence in Learning and Teaching. JOB NUMBER SALARY to per annum UNIVERSITY OF DERBY JOB DESCRIPTION JOB TITLE DEPARTMENT / COLLEGE LOCATION Associate Professor: Learning and Teaching Centre for Excellence in Learning and Teaching Kedleston Road JOB NUMBER 0749-17 SALARY

More information

FEEDBACK & MARKING POLICY. Little Digmoor Primary School

FEEDBACK & MARKING POLICY. Little Digmoor Primary School FEEDBACK & MARKING POLICY Little Digmoor Primary School This policy complements the Teaching and Learning policy at Little Digmoor Primary School. It is a vital component in maximising the full learning

More information

Creative Media Department Assessment Policy

Creative Media Department Assessment Policy Creative Media Department Assessment Policy Policy Aims To develop the outstanding use of assessment to support learning so that: - Teachers plan and teach lessons that enable pupils to learn exceptionally

More information

Essential Learnings Assessing Guide ESSENTIAL LEARNINGS

Essential Learnings Assessing Guide ESSENTIAL LEARNINGS Essential Learnings Assessing Guide ESSENTIAL LEARNINGS DEPARTMENT of EDUCATION Essential Learnings Assessing Guide Essential Learnings Assessing Guide Department of Education, Tasmania 2005 Department

More information

Bold resourcefulness: redefining employability and entrepreneurial learning

Bold resourcefulness: redefining employability and entrepreneurial learning Title Type URL Bold resourcefulness: redefining employability and entrepreneurial learning Report Date 2008 Citation Creators http://ualresearchonline.arts.ac.uk/671/ Ball, Linda (2008) Bold resourcefulness:

More information

Social Work Placement Handbook BA & MA First and Final Placement

Social Work Placement Handbook BA & MA First and Final Placement 2017 2018 Social Work Placement Handbook BA & MA First and Final Placement Faculty of Health, Psychology and Social Care Department of Social Care & Social Work Brooks Building Birley Campus Bonsall Street

More information

Higher Education Review (Embedded Colleges) of Navitas UK Holdings Ltd. Hertfordshire International College

Higher Education Review (Embedded Colleges) of Navitas UK Holdings Ltd. Hertfordshire International College Higher Education Review (Embedded Colleges) of Navitas UK Holdings Ltd April 2016 Contents About this review... 1 Key findings... 2 QAA's judgements about... 2 Good practice... 2 Theme: Digital Literacies...

More information

New Jersey Department of Education World Languages Model Program Application Guidance Document

New Jersey Department of Education World Languages Model Program Application Guidance Document New Jersey Department of Education 2018-2020 World Languages Model Program Application Guidance Document Please use this guidance document to help you prepare for your district s application submission

More information

Cottesmore St Mary Catholic Primary School Pupil premium strategy

Cottesmore St Mary Catholic Primary School Pupil premium strategy 1. Summary information School Cottesmore St Mary Catholic Primary School Pupil premium strategy 2017-2018 Cottesmore St Mary Catholic Primary School Academic Year 2017/18 Total PP budget 57,920 Date of

More information

Integrating Common Core Standards and CASAS Content Standards: Improving Instruction and Adult Learner Outcomes

Integrating Common Core Standards and CASAS Content Standards: Improving Instruction and Adult Learner Outcomes Integrating Common Core Standards and CASAS Content Standards: Improving Instruction and Adult Learner Outcomes Linda Taylor, CASAS ltaylor@casas.or Susana van Bezooijen, CASAS svanb@casas.org CASAS and

More information

Language Arts: ( ) Instructional Syllabus. Teachers: T. Beard address

Language Arts: ( ) Instructional Syllabus. Teachers: T. Beard  address Renaissance Middle School 7155 Hall Road Fairburn, Georgia 30213 Phone: 770-306-4330 Fax: 770-306-4338 Dr. Sandra DeShazier, Principal Benzie Brinson, 7 th grade Administrator Language Arts: (2013-2014)

More information

level 5 (6 SCQF credit points)

level 5 (6 SCQF credit points) Biology: Life on Earth (National 5) SCQF: level 5 (6 SCQF credit points) Unit code: H209 75 Unit outline The general aim of this Unit is to develop skills of scientific inquiry, investigation and analytical

More information

Mater Dei Institute of Education A College of Dublin City University

Mater Dei Institute of Education A College of Dublin City University MDI Response to Better Literacy and Numeracy: Page 1 of 12 Mater Dei Institute of Education A College of Dublin City University The Promotion of Literacy in the Institute s Initial Teacher Education Programme

More information

Providing Feedback to Learners. A useful aide memoire for mentors

Providing Feedback to Learners. A useful aide memoire for mentors Providing Feedback to Learners A useful aide memoire for mentors January 2013 Acknowledgments Our thanks go to academic and clinical colleagues who have helped to critique and add to this document and

More information

MANCHESTER METROPOLITAN UNIVERSITY

MANCHESTER METROPOLITAN UNIVERSITY Stockport College: BA(Hons) Childhood Studies MANCHESTER METROPOLITAN UNIVERSITY PS1 PROGRAMME SPECIFICATION 0 Brief Overview (i) Brief Descriptive Summary This programme covers key themes in working with

More information

The College Board Redesigned SAT Grade 12

The College Board Redesigned SAT Grade 12 A Correlation of, 2017 To the Redesigned SAT Introduction This document demonstrates how myperspectives English Language Arts meets the Reading, Writing and Language and Essay Domains of Redesigned SAT.

More information

University of Toronto Mississauga Degree Level Expectations. Preamble

University of Toronto Mississauga Degree Level Expectations. Preamble University of Toronto Mississauga Degree Level Expectations Preamble In December, 2005, the Council of Ontario Universities issued a set of degree level expectations (drafted by the Ontario Council of

More information

CORE CURRICULUM FOR REIKI

CORE CURRICULUM FOR REIKI CORE CURRICULUM FOR REIKI Published July 2017 by The Complementary and Natural Healthcare Council (CNHC) copyright CNHC Contents Introduction... page 3 Overall aims of the course... page 3 Learning outcomes

More information

Primary School Experience Generic Handbook

Primary School Experience Generic Handbook Primary School Experience Generic Handbook 2012-2013 This document can also be downloaded from our website: www.chi.ac.uk/partnership School Experience Contact Numbers: [1] Academic Staff Head of School

More information

School Experience Reflective Portfolio

School Experience Reflective Portfolio School Experience Reflective Portfolio Primary PGCE Name Year of Entry Organisation of the Reflective Portfolio You will continue to make contributions to the RP throughout all 3 School Experiences. Set

More information

COMMUNICATIVE LANGUAGE TEACHING

COMMUNICATIVE LANGUAGE TEACHING COMMUNICATIVE LANGUAGE TEACHING There are many ways to teach language. One is called Communicative Language Teaching (CLT). This method is learner-centered and emphasizes communication and real-life situations.

More information

Job Description Head of Religious, Moral and Philosophical Studies (RMPS)

Job Description Head of Religious, Moral and Philosophical Studies (RMPS) Job Description Head of Religious, Moral and Philosophical Studies (RMPS) George Watson s College wishes to appoint a Head of Religious, Moral and Philosophical Studies (RMPS) from January 2018. The post

More information

Programme Specification

Programme Specification Programme Specification Title: Journalism (War and International Human Rights) Final Award: Master of Arts (MA) With Exit Awards at: Postgraduate Certificate (PG Cert) Postgraduate Diploma (PG Dip) Master

More information

PROGRAMME SPECIFICATION

PROGRAMME SPECIFICATION PROGRAMME SPECIFICATION 1 Awarding Institution Newcastle University 2 Teaching Institution Newcastle University 3 Final Award MSc 4 Programme Title Digital Architecture 5 UCAS/Programme Code 5112 6 Programme

More information

CONNECTICUT GUIDELINES FOR EDUCATOR EVALUATION. Connecticut State Department of Education

CONNECTICUT GUIDELINES FOR EDUCATOR EVALUATION. Connecticut State Department of Education CONNECTICUT GUIDELINES FOR EDUCATOR EVALUATION Connecticut State Department of Education October 2017 Preface Connecticut s educators are committed to ensuring that students develop the skills and acquire

More information

ENGLISH. Progression Chart YEAR 8

ENGLISH. Progression Chart YEAR 8 YEAR 8 Progression Chart ENGLISH Autumn Term 1 Reading Modern Novel Explore how the writer creates characterisation. Some specific, information recalled e.g. names of character. Limited engagement with

More information

Programme Specification. MSc in Palliative Care: Global Perspectives (Distance Learning) Valid from: September 2012 Faculty of Health & Life Sciences

Programme Specification. MSc in Palliative Care: Global Perspectives (Distance Learning) Valid from: September 2012 Faculty of Health & Life Sciences Programme Specification MSc in Palliative Care: Global Perspectives (Distance Learning) Valid from: September 2012 Faculty of Health & Life Sciences SECTION 1: GENERAL INFORMATION Awarding body: Teaching

More information

Interim Review of the Public Engagement with Research Catalysts Programme 2012 to 2015

Interim Review of the Public Engagement with Research Catalysts Programme 2012 to 2015 Interim Review of the Public Engagement with Research Catalysts Programme 2012 to 2015 A report for Research Councils UK March 2016 FULL REPORT Report author: Ruth Townsley, Independent Researcher Summary

More information

Young Enterprise Tenner Challenge

Young Enterprise Tenner Challenge Young Enterprise Tenner Challenge Evaluation Report 2014/15 Supported by Young Enterprise Our vision we want every young person in the UK to leave education with the knowledge, skills and attitudes to

More information