Achievement of a level

The purpose of the suite of resources linked above is to support practitioners when collating a range of evidence to report on achievement of a level in literacy or numeracy.

As a practitioner leading learning across Glasgow, it is important to know I am required to:

• use the experiences and outcomes to plan collegiately for learning, teaching and assessment ensuring breadth, challenge and application

• plan valid and reliable assessment of breadth, challenge and application of knowledge, skills and attributes
• plan assessment reflecting curriculum progression frameworks and expected national benchmarks
• gather examples from across the four contexts of learning, including day to day learning, standardised assessments and planned holistic assessments
• moderate the body of evidence, sharing, understanding and agreeing standards.

Challenge Questions

• How do I plan with colleagues to ensure breadth , challenge and application? What mechanisms do we use?

• To what extent do I encourage children and young people to participate in the planning,  learning, teaching and assessment process?

• What strategies do I use to balance the need to gather evidence with the issues of tackling bureaucracy?

• What does moderation ‘look like’ for me: with my stage partner, department, school, LIG and beyond?

• How confident am I in reporting on the achievement of a level for the children and young people I am responsible for?

• How are you measuring progress within the improvement challenge?