1 / 81

Scottish Studies Award Support Network Event 18 th May 2015

Updates, advice, and guidelines provided by Robert Quinn and Liz McLashan about the Scottish Studies Award program. Main emphasis on evidence, process, and verification. Encouragement for broader knowledge of Scotland through activities.

bobbyrobinson
Download Presentation

Scottish Studies Award Support Network Event 18 th May 2015

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Scottish Studies Award Support Network Event 18th May 2015

  2. Welcome Robert Quinn (Head of Service)

  3. Liz McLashan (Senior EV)

  4. Stats: Scottish Studies Award • Entries increasing – positive • Issue with candidates completing Award - advice re entering Scottish Context Units • Encourage Centres re advantages of flexible Award

  5. Main Messages from Verification • Evidence from Centres needs to demonstrate how candidates have broadened their knowledge of Scotland • Product/Activity often proves to be less important than process of research • Centres should document process – through Assessor Checklist comments or candidates logbook

  6. Main Messages from Verification • Centres generally had clear understanding of national standard • Variety of activities being encouraged – often dependent on candidate skills • Evidence of aims, sources and level of support needs to be provided by Centres • Internal verification is important – both to ensure standards are met – and to train staff in standards expected • Use of language directly from the Assessment Standards is helpful

  7. Main Messages from Verification • Types of product can vary widely – use of photographic evidence/video footage of performance/logbooks/assessment grids with teacher comment/evidence of reflection through interview – support assessment judgements • Where candidates work through a unit of work – can demonstrate that knowledge is broadened through process rather than just the activity – candidate response can determine level of understanding – and hence assessment judgements

  8. Main Messages from Verification • Complete evidence required for verification • Indicate level of support given to individual candidates • Centres advised to use Candidate and Assessor checklists • Candidates are required to have learned about their Scottish Focus • Sources and Resources! • Guard against lifting from sources – candidates own wording is essential • Possible to gain higher level – evidence of reflection/additional analysis

  9. March Completion Date • Centres which have chosen a March Completion deadline are eligible for verification • Visiting Verification being considered • Centres pick up benefit from direct advice

  10. Timetabled?? • Contributing units are covered in other courses – ensure that “with a Scottish Context” codes are used • For ALL contributing units/different levels - encourage Depts to teach/assess in a Scottish context • Be creative – in PSE? – an extra in English or History? – in Core RME? – as IDL? – in S6 study time? – with SfL? – with SLT? – with S3 at end of BGE? • Much of work can be done individually and independently – not necessarily in school – tutor support? part of Assertive mentoring?

  11. Support for Centres • Support Visits can be requested by Centres – cost involved • Prior Verification service available • e.mcglashan@mgfl.net – give a contact number

  12. Maria Antelmi Isobel Mair School

  13. Scottish Studies National 2

  14. Learning about Scotland 1.1 Select an aspect of Scotland you want to learn about. • Mind maps • Research a few subjects • Presentations • Guidance

  15. Learning about Scotland

  16. Robert Burns • Research – who was he, when did he live, what did he do…………….? • you tube animation • Quizzes • in class • online • Visit to Ayr

  17. Robert Burns • Listened to and watched clips of poems and songs • you tube • Chose 3-4 poems and looked at one or two verses more in depth • Paired up and learned alternate lines of a verse • Presented to class and talked about meaning of the poem • How do we celebrate his life and work?

  18. Robert Burns 1.2 Select an activity that will help you develop this knowledge.

  19. Robert Burns • Burns Supper • what happens • order of events • types of food • poems and songs

  20. Burns Supper 1.3 Identify the main steps that you will follow to complete the activity. • Organise • identify the main steps • assign tasks/actions • invites • recipes • shopping lists • decorations • music • create a quiz

  21. Burns Supper - presentation

  22. Burns Supper - quiz

  23. Burns Supper – Smart Response

  24. Burns Supper – address to the haggis

  25. Burns Supper - recitals

  26. Language and Literature • Understanding language with a Scottish context: • Reading poems and listening to songs • A dug, a dug – Clicker 6 • Ally Bally • The Proclaimers • The Family Ness • Super Gran

  27. Language and Literature • The Eejits (The Twits) • Listening to the original on You Tube • Listening and reading the Scottish version

  28. Language and Literature • Highlighting new words • Word of the day • Using Scots words in class • Wall displays • Homework

  29. Language and Literature

  30. Language and Literature – differentiating for CfE

  31. Language and Literature – differentiating for CfE • a dug, a dug

  32. Language and Literature – differentiating for CfE

  33. Arts and Culture • Contributing to a performance event with a Scottish context: • interest in superheroes • enjoyed Super Gran • wanted to make their own film

  34. Arts and Culture • Wrote the script together • Written around issues that were important to the pupils • bullying • Informed through the language in The Eejits

  35. Marjorie Kerr and Nicole Tonner Grove Academy

  36. Scottish studies At Grove Academy, Dundee

  37. MY background Marjorie Kerr Principal Teacher of Geography, Grove Academy Social Studies Development Officer, Education Scotland Acting DHT, Grove Academy

  38. School background 1,246 pupils BGE for all pupils in S1 and S2; some choice in S3 Pupils study for six N4/N5 subjects in S4; five subjects in S5 Studying for mostly ‘new’ Highers in 2014-15 Large cohort of S6 pupils

  39. Introducing Scottish studies to s3 S3 - had already tried an IDL period per week but parked after HMIe visit in 2012 Period still exists in timetable - shared between English and Maths (30 period week) Moving to 33 period week in 2016 so more scope for delivery IDL Working Group willing to give Scottish Studies a ‘go’ English Department introducing Scots Language so keen to do Scottish Studies too. PT English very much on board

  40. The reality SLT in favour. Given the go ahead. IDL Working group to take timetabled classes Sorted out classes Ready to start then hit by absence, work overload One class going to be trialled this term Introduce in August 2015

  41. Introducing Scottish studies to s6 AH Music students IDL Working Group mentored individual students

  42. The reality S6 really successful In course choice booklet for next session NQT presented to Guidance Team and S5 classes to inform them about it Timetabled option within Skills column on course choice matrix Speak to whole staff about ‘with a Scottish context’ Units

  43. Other slt issues Budget Photocopying Resources - purchase and storage Access to technology Staff willingness to participate

  44. Key to success Team work SLT member PT English Enthusiastic NQT - Nicole

More Related