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CURRICULUM, LEARNING AND TEACHING – EVALUATE

Evaluation is not a description or list of the things you do. It is a judgement or assessment of how effectively the things you do are in making a difference. In this case evaluation focuses on how well curriculum, learning and teaching impact on the quality of food in schools in Scotland and the difference made to improving outcomes for children and young people.

Following analysis and discussion of your evidence you should now know what you are doing well and what needs to be improved.  This will help prioritise your next steps. A simple table such as the one below can help you keep track of progress.  Create your own action plan, adding additional columns as required eg goals, responsibilities, timescales and measures of success.  Alternatively, you may already have action planning approaches in place that work well for you.  Regularly review your action plan and share updates of progress with partners.   Remember to include progress towards achieving your goals and any difficulties encountered.  Goals change, whether achieved or altered, and the cyclical process of evaluation will identify other areas for improvement or a change of direction/approach.  Some may be resolved instantly while others may take years depending on the complexity of the improvement required.

Strengths

What is working well?

Evidence

How do we know?

Actions

Areas for improvement and next steps

 

The following questions may help you with you with planning:

    • What outcomes do you want to achieve and what will success look like?
    • How clear are the associations between approaches and actions?
    • What examples can you give regarding consideration of potential barriers and necessary support to overcome these?
    • Who will be responsible for delivering specific actions?
    • How will you plan the timeframe in which actions will be undertaken to be achievable?
    • How do you plan to monitor progress?
    • Is your agreed review date realistic?
    • What does evidence gathered along the way tell you?
    • What aspect(s) does the evidence highlight for further improvement?

Illustration of Practice

For each Quality Indicator there is an illustration of what an evaluation of very good practice might look like. These are broad and generic.  They provide a benchmark or expectation in relation to a national standard.  The illustration and the six-point scale are intended to support discussion and reflection as part of self-evaluation. Very good equates to level 5 on a six-point scale. Further information is available in the Tools and Resources section.

 Illustration of very good curriculum, learning and teaching – level 5

    • Our collaborative approach to food in school reflects the complementary contributions of all staff and partners. We all share a clear understanding of food both as a context for learning throughout the school day and for its contribution to protect and improve the health and wellbeing of children and young people, and their ability to attain and achieve.
    • All staff understand the positive contribution they make to wellbeing. They model behaviour and practice that promotes accurate and consistent messaging around food and health.
    • The needs of children and young people are very well understood.  As a result, any potential barriers to enjoyment and participation in meals, food choices and in learning about food are identified and addressed.
    • Our approaches to food and health are well planned and linked to appropriate Curriculum for Excellence experiences and outcomes. Our understanding of our unique context, supported by effective partnerships, informs our creative and effective use of the local environment to broaden and enhance our curriculum.
    • Well-planned learning opportunities enables progression in children and young people’s skills, knowledge, understanding, capabilities and attributes.
    • We create opportunities across our wider school community for children and young people to make relevant and meaningful connections as they apply skills, knowledge and understanding across curriculum areas.
    • Children and young people report increased levels of engagement in learning around food and health. They are active participants in the planning, decision making and delivery of our whole school approaches to food and health as key partners in our collaborative approach.

 

You can now complete the CHART which gives a visual picture of your current position, which are areas of strength and where further work is required.