Assessing the Cross-Curricular Skills Stage 1 Training 2008

1. Assessing the Cross-Curricular Skills Stage 1 Training 2008

2. 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.

3. Overview of the Day Session 1Introduction, Background and Context Context for Assessment Legislative Requirements Implications and Timescales Introduction to the Cross-Curricular Skills and Levels of Progression Break Session 2 Skills Workshops Part 1 – Understanding the Cross-Curricular Skills and the Levels of Progression Lunch Session 3 Skills Workshops Part 2 – Planning and the Assessment Process

4. The Context for Assessment

6. 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

7. 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 2007/24 USE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY IN SCHOOLS

9. The Legislation Legislative Requirements for Key Stage 3 Assessment

10. 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).’

11. 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.

12. Statutory Requirements: Cross-Curricular Skills 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.

13. Changing Emphasisin the Statutory Requirements

14. Implementation Schedule

15. Implementation Schedule

16. Implementation Schedule

17. 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.

18. 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.

19. The Cross-Curricular Skills Stages of Engagement

20. Acquisition and Development Development Acquisition Promoting Demonstrating Applying Transferring Assessment for Learning

21. Acquisition and Development Where are the Cross-Curricular Skills in the Curriculum?

22. Learning Outcomes and the Skills and Capabilities

23. 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

24. Development Acquisition Assessment Promoting Demonstrating Applying Transferring Reporting Assessment and Reporting

25. Legislative Requirements (Education Order, 2006) ‘each pupil in each key stage… to be assessed ineach school year…’ ineach cross-curricular skill, with reference to thelevels of progression. Proposal Assessment evidence for each of the cross-curricular skills should be drawn fromat least twoareas of learningacross the key stage. In Using ICT, evidence should be drawn from at least two areas of learningeach year.

26. Possible Models: Example 1

27. Possible Models: Example 2

28. Models of Coordination School-specific models such as: • minimum model • ‘naturally occurring’ model • tracking model • collaborative/thematic approach • ‘buddy’ mentor approach • pupil portfolio

29. The Cross-Curricular Skills Levels of Progression

30. 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.

31. 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.

32. Levels of Progression: Communication www.nicurriculum.org.uk

33. Levels of Progression: Using Mathematics www.nicurriculum.org.uk

34. Levels of Progression: Using ICT www.nicurriculum.org.uk

35. Level Standard: Pupils can… Requirements Progression in Requirements: colour-coded Context Statements Levels of Progression:Format www.nicurriculum.org.uk

36. Guidance and Support Materials Information and Support Currently Available: Northern Ireland Curriculum: Key Stage 3: Assessment and Reporting http://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 Pilots http://www.nicurriculum.org.uk/key_stage_3/regional_pilots/index.asp • Case Studies on Planning for Assessment

37. 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.

38. Assessment Programme