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Assessing the Cross-Curricular Skills
Stage 1 Training2008
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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.
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Overview of the Day
Session 1 Introduction, Background and ContextContext for AssessmentLegislative RequirementsImplications and TimescalesIntroduction to the Cross-Curricular Skills and
Levels of Progression
Break
Session 2 Skills WorkshopsPart 1 – Understanding the Cross-Curricular
Skills and the Levels of Progression
Lunch
Session 3 Skills WorkshopsPart 2 – Planning and the Assessment Process
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The Context for Assessment
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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
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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 2007/24USE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY IN SCHOOLS
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The Legislation
Legislative Requirements for Key Stage 3 Assessment
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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).’
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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.
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The Education (Assessment Arrangements) (Foundation to Key Stage 3) Order (Northern Ireland) 2007Article 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.
Statutory Requirements: Cross-Curricular Skills
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Changing Emphasisin the Statutory Requirements
From To
Detailed programmes of study and attainment targets
End of Key Stage assessment in English (Irish), Mathematics and Science:
- teacher assessment - use of assessment units (optional) - external tests
Levels of Attainment in English, Mathematics and Science
Annual Report
Minimum content (i.e. statements of requirement), including learning outcomes
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 Progression in Communication, Using Mathematics and Using ICT
Annual Pupil Profile Report
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Implementation Schedule
07/08 08/09 09/10Year
8 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)
Year
9 Northern Ireland Curriculum statutory
Pupil Profile statutory
Northern Ireland Curriculum statutory
Pupil Profile statutory
Assessment with reference to Levels of Progression (CCS)
Year
10 Northern Ireland Curriculum statutory
Pupil Profile statutory
Assessment with reference to Levels of Progression (CCS)
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Implementation Schedule
07/08 08/09 09/10Year
8 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)
Year
9 Northern Ireland Curriculum statutory
Pupil Profile statutory
Northern Ireland Curriculum statutory
Pupil Profile statutory
Assessment with reference to Levels of Progression (CCS)
Year
10 Northern Ireland Curriculum statutory
Pupil Profile statutory
Assessment with reference to Levels of Progression (CCS)
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Implementation Schedule
07/08 08/09 09/10Year
8 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)
Year
9 Northern Ireland Curriculum statutory
Pupil Profile statutory
Northern Ireland Curriculum statutory
Pupil Profile statutory
Assessment with reference to Levels of Progression (CCS)
Year
10 Northern Ireland Curriculum statutory
Pupil Profile statutory
Assessment with reference to Levels of Progression (CCS)
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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 pupil’s personal statement.
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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.
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The Cross-Curricular Skills
Stages of Engagement
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Acquisition
Development
Promoting
Demonstrating
Applying
Transferring
Assessment for Learning
Acquisition and Development
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Where are the Cross-Curricular Skills in the Curriculum?
Acquisition and Development
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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
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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
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Assessment
Reporting
Acquisition
Development
Promoting
Demonstrating
Applying
Transferring
Assessment and Reporting
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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.
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Possible Models: Example 1
Year 8 Year 9 Year 10
Communication 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
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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
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Models of Coordination
School-specific models such as: minimum model ‘naturally occurring’ model tracking model collaborative/thematic approach ‘buddy’ mentor approach pupil portfolio
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The Cross-Curricular Skills
Levels of Progression
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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.
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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.
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Levels of Progression: Communication
www.nicurriculum.org.uk
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Levels of Progression: Using Mathematics
www.nicurriculum.org.uk
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Levels of Progression: Using ICT
www.nicurriculum.org.uk
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Levels of Progression:Format
www.nicurriculum.org.uk
Progression in
Requirements: colour-
coded
Level Standar
d:Pupils can…
Context Statements Requirements
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Guidance and Support Materials
Information and Support Currently Available:
Northern Ireland Curriculum: Key Stage 3: Assessment and Reportinghttp://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 Pilotshttp://www.nicurriculum.org.uk/key_stage_3/regional_pilots/index.asp
Case Studies on Planning for Assessment
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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.
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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 Understanding Standards
Making Judgements
Preparing for Reporting
Follow-up
Jan 2009-
School Development Day
Feb/March 2009 Possible training in recording and reporting