The suggested list of questions below is adapted from , quality indicators 1.2 Leadership of Learning, 2.2 Curriculum, 2.3 Learning, teaching and assessment, 2.7 Partnerships and 3.3 Creativity and employability. They may be useful in the process of reviewing IDL in your school as part of your school self-evaluation process. It can also be helpful to adapt and add to the lists below using the quality indicators mentioned above or drawing on other quality indicators appropriate to your context. This document can be used in conjunction with the Features of highly-effective practice from HGIOS4. Questions for Your School Features of Highly Effective Practice Evidence Next steps / points for further consideration 2.2 To what extent does our school team/early years team have a shared understanding of interdisciplinary learning and how to develop it as an important context for learning? All stakeholders contribute to the shared understanding and ongoing development of IDL. 2.2 How effective is our setting’s overview in ensuring children’s knowledge and skills are built appropriately over time? Planning for progression in children and young people’s learning is in place for the four contexts and shows how knowledge, understanding and skills are built overtime. 2.3 How confident are we that all learners experience activities which are varied, differentiated, active and provide effective support and challenge? Learners experiences are appropriately challenging and enjoyable and well matched to their needs and interests. 2.3 How well do we deploy a wide variety of innovative and creative resources and teaching approaches, including digital technologies? Learning is enriched and supported by our effective use of digital technologies. We used skilled questioning and engagement to promote curiosity. 2.3 How effectively do we involve learners and parents/carers in planning and evaluating learning? Learners are able to play an active role in the planning and give effective feedback to peers on their learning. Questions for Your School Features of Highly Effective Practice Evidence Next steps / points for further consideration
Analysing (Breaking information down into its component elements) Comparing Organising Deconstructing Attributing Outlining Structuring Integrating Evaluating (Judging the value of ideas, materials, methods by developing and applying standards and criteria) Checking Hypothesising Critiquing Experimenting Judging Testing Detecting Monitoring Synthesising (Combining separate ideas to create something new) Comparing Collating Contrasting Adapting Generating Rearrange Incorporating Modifying Reconstructing Reinforcing Substituting Organising Designing Creating (Putting together ideas or elements to develop an original idea or engage in creative thinking). Designing Constructing Planning Producing Inventing Devising Making Systems Thinking (Interprets the world as an interconnected network. Seeing how parts of a system work together) Relating Analysing Generalising Incorporating Arranging Connecting Co-ordinating Ordering Predicting Association Correlation Forseeing Integrating Skills for Life Skill for life What the skill might look like….. Creativity Open-mindedness Having a growth mind-set Learning from mistakes Being excited to try new things Being flexible Being adaptable Functioning well with uncertainty Exploring multiple view points Knowing you can do it if you have input and practice Thinking inside and outside the box
Creating digital and non-digital solutions Being creative and innovative Using technology to problem solve Having knowledge and understanding of big ideas/concepts of technology and new technologies Searching and retrieving information to inform thinking Evaluating products, systems and services Presentation skills Leading and interacting with others Skills for Work Skill for work What the skill might look like….. Managing Time Prioritising Delegating Being aware of time passing Do one thing at a time Break things down Using self-regulation strategies
Accepting the deadline Sharing roles/ responsibilities Manage distractions Planning and Organising Focusing on the task Planning and thinking it through Drawing diagrams, jot down thoughts or things that help you think Setting goals and challenges Recognising your own and others’ strengths Communicating Talking about what they are learning and why Can ask for help Asking questions Can share strategies for learning Presenting in different ways Recognising and using verbal and non-verbal Active listening Expressing feelings Giving and receiving feedback Undertaking tasks at short notice Flexibility Keeping to timescales/deadlines Reprioritising Re-planning Having a positive attitude to change Working with others Make a positive contribution Listening to others Saying when you don’t understand Being kind when you disagree Explaining things to help others Being tolerant Using positive language Can use self-regulation strategies Understanding others have expectations of me Recognising and using others strengths Valuing everyone’s contribution Inspiring and motivate others Peer assessment Treating others equally Appreciating diversity Thinking critically/ creatively Asking questions Crafting, delivering and presenting solutions Thinking inside and outside the box Considering alternatives Big picture thinking Wondering ‘What if…?’ Being curious Playing with ideas Developing ethical views Managing and being managed by others Can use self-regulation strategies Exerting influence Taking a lead Persuading others Having empathy Taking turns Delegating to others Contributing ideas Accepting other ideas Accepting roles and responsibilities Skills for Work (continued) Skill for work What the skill might look like Learning and continuing to learn Being resilient Perseverance Recognising how a skill can be transferred
Reviewing your work Improving one thing first Trying to be better than last time Taking small steps Actively seeking feedback Seeing errors as opportunities Asking questions Identifying areas of strength and development Relating skills to work Having a positive attitude Making informed choices Managing risk Being ambitious Evaluating Taking responsibility for our own development Don’t compare yourself to others Feeling proud of all your achievements Actively seeking feedback Recognising when you need help Seeking challenge Showing initiative Motivation Perseverance Self-belief Goal setting skills Having clear goals Set high standards Can self-assess Knowing how you learn Being independent References: Gornall, Chambers and Claxton 2005. Building Learning Power in Action. TLO: 2005. Hattie, Masters and Birch 2016. Visible Learning into Action. Routledge: 2016. Clarke, S 2014. Outstanding Formative Assessment: Culture and Practice. Hodder Education: 2014. Education Scotland 2013. Creativity Across Learning 3-18 Scottish Government 2007. Skills for Scotland – a lifelong skills strategy Education Scotland 2014. Conversations about Learning for Sustainability Education Scotland 2015. Opening up Great Learning – Learning for Sustainability Education Scotland 2015. Developing the Young Workforce – Career Education Standard (3-18) Education Scotland 2015. Developing the Young Workforce – School Employer Partnerships APPENDIX 3 Exemplars of Planning Approaches Example 1
response to a current or significant event. The ‘Big Question’ would ideally be posed by a learner, or may be agreed through pupil participation. Regardless of whether, or not, pupils were involved in the setting of the ‘Big Question’ it is essential that they agree that it is a meaningful context for learning and are encouraged to identify appropriate key questions to aid addressing the ‘Big Question’. e.g. Big Question What really happened ‘Once Upon a Time’? Key Questions (to help answer the Big Question) Established through dialogue with learners What is a fairytale? Why do people enjoy listening to fairytales? What can fairytales teach us? Why do fairytales have goodies and baddies? How do you write a fairytale? Big Question How are humans and plants alike? Key Questions (to help answer the Big Question) Established through dialogue with learners How do we know if something is alive? What are the life processes of animals? How can we group living things? How do plants and animals become rare or extinct? How do animals communicate? Do plants have parents? Examples of ‘Big Questions’ (with possible cross-curricular theme in brackets): Is there room on the broom for the Gruffalo? (Author Study – Julia Donaldson) What would (local historical building) have seen 100 years ago? (Our Local Area) What would a journey through your body look like? (My Healthy Body) What materials should the 3 Little Pigs have used? (Materials and Structures) Where have all the invaders gone? (Ancient Scotland) Are rainforests important to us in Scotland? (Rainforests) Could meerkats live in the North Pole? (Ecosystems) Are the Ancient Egyptians worth remembering? (Ancient Egypt) What would happen if there was no farming or fishing in North-East Scotland? (Farming) What is faith and what difference does it make? (Passport to World Religions) Should adverts be banned? (Advertising) Can art help us answer life’s ultimate questions? (Ultimate Questions) Do natural disasters bring communities closer together? (Natural Disasters) William Wallace, hero or villain?(Medieval Scotland) Why do people still remember the Titanic? (The Titanic) Does every conflict have a winner? (Conflict)