Donna Chapman
Claire Curran
Ali Simpson
What is the NAR?
• The NAR is a stimulus for generating ideas about how to assess pupils’ experiences in Curriculum for Excellence.
• It can be adapted to suit a range of lessons and can be browsed by curriculum area, level and stage.
• It can be used to support CPD.
Plus points…• Good to have a bank of resources that were
not too prescriptive and can be adapted to suit each teacher or class.
• Encouraged IDL opportunities as experiences and outcomes were listed.
• Was helpful to browse Responsibility of All outcomes in a bid to target those which don’t immediately appear to lend to each subject area.
• Teachers are able to comment on the exemplars.
• May be a preview of what’s coming.
Points to consider…
• Could also be browsed by experiences and outcomes to target specific learning areas.
• Tended to be more examples for Early, 1st and 2nd level.
St Peter the Apostle High
• Students create their own speaking tests in French.
• Quality mark for Health and Wellbeing.• The experiences were: - HWB 3-11a - MLAN 3-06a• Evidence of learning to evaluate was
clear and helpful (make, do, say, write)
St Peter the Apostle HighPlus points…
• Could relate to all of our subjects – Maths, English and Music
• Gave us all ideas which could be adapted to suit our curricular needs: video/questionnaire, opportunities for self and peer evaluation
St Peter the Apostle HighPoints to consider…
• The text was a bit small and lengthy.
• Would perhaps benefit from more of an overview at the beginning of each exemplar so it’s not as difficult to follow.
St Peter the Apostle HighPoints to consider…
• Less buzzwords• Videos didn’t load• Not sure about the
context for learner’s responses – learner 1,2 etc. Could instead just list pupils achievements.
Claire English Teacher
Kyle Academy
• Pupils develop a knowledge of key historical events.
• Provided with extended opportunities using a range of methods to talk about or express their feelings.
• HWB 3-01a: I am aware of and able to express my feelings and am developing
an opportunity to talk about them.
• SOC 3-01a: I can use my knowledge of a historical period to interpret the evidence and present an informed view.
Kyle AcademyPlus Points
• Provided clear links between Literacy in English to different curricular areas.
• Effective examples of open questioning to provide pupils with ‘thinking’ opportunities.
• Group work tasks (carousel) to vary language (good example of literacy working in different curricular areas).
• Emotional responses to power point presentations.
• Clarification of ‘How Much’ and ‘How Well’.
• S1 produce a nutritious recipe for muffins which comes with a set budget
• Quality Mark for Numeracy• MNU 3-09b: I can budget effectively, making use of technology and
other methods, to manage money and plan for future expenses.
• MNU 3-07a: I can solve problems by carrying out calculations with a wide range of fractions, decimal fractions and percentages, using my answers to make comparisons and informed choices for real-life situations.
• HWB 3-30a: By taking part in practical food activities and taking account of current healthy eating advice, I can prepare healthy foods to meet identified needs
DonnaMaths Teacher
Peebles High School
Peebles HighPlus Points
• The example was related to my subject as well as Health and Wellbeing
• It related to real life situations such as budgeting
• Evidence of learning to evaluate was clear and helpful (make, do, say, write)
• Examples of evidence: Videos, sound files and written work
Ali – Music teacherBridge of Allan Primary
• Pupils learn confidence and self worth through creative performance
• A partnership project with Tolbooth Arts who delivered a programme of Scots Song
Bridge of Allan PrimaryPlus points…
• Completely related to my day-to-day curricular work.
• The success criteria was similar to mine for a performing period.
• Experiences and Outcomes were from other subject areas – not just my own.
• Good coherence amongst experiences and outcomes selected.
• Good to have exemplars of learning logs used.
• Selected experiences matched up with success criteria very well.
Bridge of Allan PrimaryPoints to consider…
• Learner 1-4 in Learner’s responses were all the same so didn’t need each one written out.
• Couldn’t play the video so was unable to watch evaluations.