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The overwhelming message from Scotland's secondary teachers is that currently they do not feel confident regarding their school's state of readiness to deliver the senior phase of Cf E , particularly the new National qualifications, on the current timetable.Education Scotland will work with teachers to tailor their teaching to the needs of their pupils while also developing course materials for the National 4 and 5 qualifications which will be distributed to schools.So surely with all that I should be an expert, and every teacher in primary and secondary schools across Scotland should be jumping up and down in eager anticipation, doing a Wendy Alexander and shouting 'bring it on!'The EIS (Educational Institute for Scotland – Teacher's Union) argued for a year's delay in implementation so that teachers could prepare for the changes – a request rebuffed by Mike Russell, the Education Secretary.The system needs brought into alignment with reality.If we wish to prioritise effective teaching we require only as much assessment as assists that process.There is, Prof Hayward suggests, much innovative practice in supporting transition in Scotland.What is not required is a battery of test results passed from the primary to the secondary.

It will also have to be understood, at the transition stage and elsewhere, that learners can meet the requirement for a particular level in many different ways and a race through end-of-unit assessments is of limited usefulness.

Examples of learners’ work, annotated by teachers, peers and the learners themselves, should be a normal and permanent part of school life.

Assessment is centrally however about sharing useful information about learners’ progress and not merely about the achievement of Cf E levels.

The Cf E Experiences and Outcomes provide the criteria by which professional judgements must be made on achievement of a particular level.

These are broadly based criteria, assuming two to three years to progress from one level to the next.

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  1. Qualifications should both reflect the learning that has taken place and develop pathways to the next stage of learning and life.' The CfE Management Board Reflections Group recognises the importance of coherence and consistency and has asked SQA and Education Scotland to work together to 'support local authorities.

  2. Education for work. That report defined enterprise as an essential part of the experience of all young learners in Scotland, and set the scene for subsequent developments. However, the. f develop enterprising attitudes and skills through learning and. the need for enterprise in education to secure its place in the “long.

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