welsh assembly government routes for learning. outline context in wales why was routes for learning...
TRANSCRIPT
Welsh Assembly Government
Routes for Learning
Outline
• Context in Wales• Why was Routes for Learning developed?• Why was a different assessment model used for
learners with complex needs?• What does the Routes for Learning pack contain?• How should the RfL materials be used?• How can we further develop thinking skills for this
group of learners?
The Context in Wales
• UN Convention on the Rights of the Child
• Equal Opportunities• Inclusion• Revised Curriculum Framework & skills
framework• Revised Inclusive Assessment
Framework
Why was Routes for Learning developed?
• Feedback from curriculum monitoring 2001
• Drive for inclusion
• Lack of training opportunities for teachers
• Age profile of trained staff
Why was a different assessment model used for learners with complex needs?
• “Best fit” level descriptions too broad
• Progress not linear/hierarchical
• Need to focus on the learner – not small steps developed from assessment criteria
Routes for Learning aims to:
Provide a holistic view of learners and take account of the fact that
early learning cannot be compartmentalised
Allow for the idiosyncratic learning of these young people who may due to physical sensory
difficulties take a range of learning pathways (including lateral/wider progress)
Show subtle progress in key areas of early learning –
communication, social interaction, cognitive
Routes for Learning aims to ….. Reflect the importance of relationships, support the involvement of parents/families & multi agency approaches
Support effective learner centred planning with a focus on the learning process and appropriate “challenge”
Support staff to find evidence of understanding & development to inform accurate judgements & promote consistency
Include the best of behavioural & interactive approaches
Routes for Learning
• Route Map poster• Assessment Booklet• Guidance Booklet• DVD• CD Rom• Examples sheet
Contents of Routes guidance
• Approaches to teaching
• Curriculum design
• Cognitive development
• Overcoming barriers to learning
• Communication skills
• Assessment practice
• Scanned image of Assessment booklet page 8
• Scanned image of Assessment booklet page 8
How should RfL be used?
• Observation – familiar setting/staff• Work through all steps• Video/record responses and
background information• Use information to inform planning of
next steps (assessment for learning)
“Developing thinking can be defined asdeveloping patterns of thinking that helplearners acquire deeper understanding andenable them to explore and make sense of theirworld. It refers to processes of thinking that wein Wales have defined as plan, develop andreflect . These processes enable learners toplan their work, to think creatively and criticallyand reflect on their learning, making links withinand outside school. and they need to be firmlyembedded into the experience of learnersacross all their learning.”
In Wales ……
PlanAsking Questions
Ask why, what, how, where, when? etc
Ask questions relatedto context and listenbefore asking furtherquestions.
Identify the problemand set the questionsto resolve it.
Activating priorskills,knowledge andunderstanding
Show awareness of personal needs and skills.
Identify and makelinks with prior skillsand knowledgerelated to context.
Build on existingskills, knowledgeand understandingrequired for the task.
Gatheringinformation
Choose from givenoptions where to findinformation andideas.
Suggest where tofind informationand ideas relatedto context.
Evaluate options.
Determining theprocess/methodand strategy
Choose from givenoptions what to doand how to do it.
Plan, with support,the process/methodto be used.
Take account ofpossible problemswhen justifying whythe strategy(ies) isto be used.
Thinking Skills Grid: Examples
Routes Link Intermediate Step
1st column of thinking skills grid
2nd column of thinking skills grid
Asking Questions
Routes box 25 ‘Changes behaviour in response to interesting event nearby’
Uses word/ signs which imply a question e.g. ‘swimming’ or ‘mummy’ . (We may need to use contextual knowledge to understand the question & this may not be clear e.g. Is it when’s mummy coming? Or where’s mummy? )
Ask, what, where, when (why? how?)
Ask questions related to context and listen before asking further questions
Routes for Learning Thinking Skills Grid
Routes Link Intermediate Step 1st column of thinking skills grid
2nd column of thinking skills grid
Gathering information
Routes box 27Intentional exploration of the environment
Actively/systematically explores objects using range of strategies - e.g. given different unfamiliar objects on different occasions does the learner demonstrate use of a range of strategies in a systematic way?
Chooses from given options where to find information and ideas
Suggest where to find information and ideas related to context
Routes for Learning Thinking Skills Grid
• Can we recognise the beginnings of thinking in the very early stages of development?
• What steps in Routes for Learning can we build on ?– increasing attention, making sense of information in
different ways, increasing ability to remember– recognising patterns, anticipating, making
connections – cause & effect– comparing, making choices– developing understanding of symbolic meaning– transfering learning
Thinking Skills for Learners with PMD
An accidental action causes an interesting sensation (19)
The action is repeated automatically at first (21)
The action continues to be repeated but with growing intention (23)
There is awareness that a single action will cause the sensation (26)
Progression in learning about cause and effect
“The learner realises that performing a particular action causes an effect but has not yet made the 1:1 association
(ie. One switch press =
one response)”
Contingency responding
Contingency awareness
“The learner knows that one action will cause one particular response to happen”
Routes for Learning Development Group
• Jean Ware University of Wales, Bangor
• Phil Martin Ysgol Crug Glas Swansea
• Wendy Jones Ysgol Heulfan Wrexham
• Lynn Alton Ysgol Maeshyfryd Flintshire
• Pauline Loftus Ysgol Pendalar Gwynedd
Routes on the web
• http://wales.gov.uk/topics/educationandskills/?lang=en go to curriculum & assessment, primary/secondary then whole school/additional needs guidance
• For more information contact