Before accepting my new post with The University of Glasgow, I wrote a strategy to raise attainment and recognise achievement across secondary education. I can’t upload the entire document as it contains sensitive information, but for those of you whom are interested, here is an extract which you may find useful, specifically if you are involved in mentoring and developing profiles in S3.
The Excellence for All strategy will support and challenge all pupils across the school, and specifically those who are at risk of disengaging from learning. It will operate universally but will target and support those young people who are underachieving by raising attainment and recognising achievement. The strategy is an integral element within the school’s implementation of Curriculum for Excellence and recognises each individual’s entitlement to:
- the opportunity to obtain qualifications as well as to continue to develop the attributes and capabilities of the four capacities;
- opportunities to continue to develop skills for learning, life and work with a continuous focus on literacy, numeracy and health and well-being;
- personal support to enable them to gain as much as possible from the opportunities that Curriculum for Excellence can provide.
Effective data management is key to delivering both the strategy and in realising excellence for all. To this end, systems and processes to monitor and track all young people will be developed. This will provide effective identification and profiling throughout the academic year and at key dates within the school calendar. Data analysis will be used to drive continuous improvement, mark progress and evaluate implementation.
Implementation and Evaluation
Implementing the Excellence for All strategy will be challenging. It is likely to act as a catalyst for change and continuous improvement across several aspects of the school’s business. The workplan illustrates the thematic priorities, their objectives and the key milestones which will be measured accordingly. An interim evaluation will be carried out in December to identify target requirements, achievements and slippage. Success will be measured through robust evaluation in June/August 2013 – considering statistical products, ethos and practice against a baseline analysis. Output from the strategy will be a framework for policy and practice which is owned by pupils, staff, parents/carers and the wider school community. Roles and responsibilities will be agreed and clearly defined within the culture, structure and processes of the school.
Throughout the design, implementation and evaluation of the strategy, the following questions will be considered:
- How well do our pupils learn?
- How well do we support our pupils to learn and develop?
- How can we improve the quality of learning?
- How can we recognise achievement?
Implementation and Evaluation
The strategy will meet the following thematic priorities:
1. Review and develop existing arrangements for identifying, monitoring and tracking individuals, groups and cohorts.
2. Support and challenge the school community and share effective practice.
3. Develop a sustainable mentoring scheme.
4. Build the capacity of the school to engage children and young people in their learning and assessment.
5. Embed a culture of all young people taking responsibility for their own learning and recognising their achievements.