Introducing K - PowerPoint Presentation

Slide1

Introducing K

eyCoNet

Caroline Kearney, European SchoolnetWorkshop 1: Comparing country approaches to assessing key competences Irish EU Presidency Conference on Better Assessment and EvaluationSlide2

European policy network

on the implementation

of key competences

in school education

IMPACT ON POLICIES

(recommendations)

KNOW HOW

PRIMARY & SECONDARY GENERAL EDUCATION

EUROPEAN FRAMEWORK OF 8 KEY COMPETENCES:

COMMUNICATION IN MOTHER TONGUE

COMMUNICATION IN FOREIGN LANGUAGES

MATHS, SCIENCES & TECHNOLOGY COMPETENCES

DIGITAL COMPETENCE

LEARNING TO LEARN

SOCIAL AND CIVIC COMPETENCESSENSE OF INITIATIVE AND ENTREPRENEURSHIPCULTURAL AWARENESS AND EXPRESSION

Scope

Subject/knowledge based

Cross-curricular areas

These key competences are all interdependent, and the emphasis in each case is on:

critical thinking

creativity

initiative

problem solving

risk assessment

decision taking

constructive management of feelingsSlide3

Website, literature reviews, case notes/studies, PLVs, videos, country overviews, newsletter,

w

ebinar, online consultation on recommendations

etc.

Spread of stakeholders in countries covered

Other EU countries

Curriculum reform, pilot project, school experiment, national strategy, public debate, legislation, etc.

Phases, role of various stakeholders, evaluation, etc.

Identifying

analysing

mapping

KCD INITIATIVES

&

IMPLEMENTATION STRATEGIES

Increasing network influence

through dissemination and membership

Core remit

: identifying and analysing

emergent

strategies in implementing key competences into education reforms, and producing recommendations.

Two

main working areasSlide4

How to implement a holistic approach for an effective change in the student curriculum?

Teacher training

Student assessment

Learning resources

School organisation

Major focus

Enablers? Obstacles?Slide5

PartnersSlide6

Consult our website & outputs

Brochure

Newsletter

Outputs on USB

Website

(

http://keyconet.eun.org)

Lit. review on

KC assessment

Case note catalogueSlide7

Structure of workshopSlide8

Questions for group discussionSlide9

ASDAN Certificate of Personal Effectiveness (CoPE)

Kath Grant – Head of Personal Effectiveness, ASDANSlide10

ASDAN Certificate of Personal Effectiveness CoPE

Key Competences in Personal and Communication SkillsSlide11

Assessed Competences in…

Working With OthersImproving own LearningProblem SolvingResearchDiscussionOral PresentationSlide12

Teaching & Assessment Contexts

EnterpriseCommunity & VolunteeringWork ExperienceOutdoor & AdventureExpressive Arts

Academic Slide13
Slide14

Recording documents - mandatorySlide15

Supporting Evidence – individual Slide16

Support from Employers

“Building up my own interior design business took skills they don’t necessarily teach you in school, skills like creative thinking and problem solving. Young people should be encouraged, through education, to follow their own passions and interests. They’re going to be much more motivated if they are allowed to express their individuality and if they can see how their learning connects to real life outside the classroom.

I left school at 18 and it took me a while to find my calling, but once I did, there was no stopping me. Success came from pursuing my passion for vintage designs and from having the confidence to buck the trends of the time. It would be great if schools could instill that sense of self-belief in all students, and recognise creativity in the same way that they recognise academic achievement. That’s why qualifications like ASDAN’s CoPE are so important, because they allow young people to be recognised and rewarded for their individual talents, without requiring them to ‘fit the mould’.” Cath KidstonSlide17

Support from Employers

“Employers need young people with the employability skills essential for work-and life. These skills- application of numeracy and literacy and IT, self management, team working, problem solving, business awareness-can be developed through school based study and work experience. Students who take ASDAN’s Certificate of Personal Effectiveness should be able to demonstrate that they have the skills employers are looking for-and they will be warmly welcomed by employers.”

Susan Anderson CBISlide18

Endorsement by HE

Bath Spa University Brunel University Burton College

De Montfort University Goldsmiths College Harper Adams University CollegeHeriot-Watt University King’s College London Leeds College of Music London Metropolitan University Loughborough University Mid – Cheshire CollegeNew College Nottingham Newman University College Nottingham Trent University Oxford & Cherwell Valley College Swansea University

Swansea Metropolitan University The Royal Agricultural College University of Abertay Dundee

(Formerly Swansea Institute of Higher Education)

University of Aberdeen University of Bradford University of Bedfordshire

University of Buckingham University of Cumbria University of Derby

University of Dundee University of Glasgow University of Huddersfield

University of Liverpool University of Newcastle Wakefield College

York CollegeSlide19

Network

Free local meetings 3x yearCluster Leader adviceInterim feedbackSlide20

Resources

CoPE resource pack

CoPE demonstration portfolios CoPE postersCoPE Schemes of Work ; Levels 1 & 2 CoPE portfolio binderCoPE stickersSlide21
Slide22

Assessment of Key Competences: two French examples in lower secondary education

Bertrand PAJOT – General Inspectorate – French Ministry of Education

KeyCoNet Workshop19 March 2013- Dublin CastleSlide23

Background:

A national policy: the development of the “socle commun” (core curriculum of knowledge and competences) introduced by the 2005 law, with 7 competences mainly mainly based on the European Key competences framework, and concerning each level of compulsory education (primary and lower secondary schools).

A centralized country…but with the possibility of pedagogical initiatives at local level:linked to national experiments, which want to test new pedagogical approaches or tools.Linked to local experiments, in which pedagogical teams want to test new “know-how” to answer to specific needs for their pupils.Slide24

Example 1:

A pilot competences portfolio (collège de Montastruc): Uses a pilot portfolio, defined at national level, but possibly adapted to local use.

Compiles in and outside schools’ competencesHelps each student to :have a better understanding of competencesdevelop confidence in their own abilities and self esteem, at an age in which their relations with teachers change a lot.highlight their experiences and informal learning Slide25

Example 2:

Competences and self esteem ( collège de Vérac):implementation of non numerical assessments to reinforce students’ self esteem and involvement in their studies.

development of an IT tool by the pedagogical team to help assessment of the disciplinary and cross curricula competences. Slide26

Results:

A better mastering of key competences by the teachers (content, link to syllabi and subjects, assessment of processes, etc.),Changes in students’ attitude toward their schooling, implying less stress about their learning skills.

A real interest in other ways to assess: portfolio, non numerical evaluation by all stakeholders.positive influence in students’ achievementbetter image of the school by the students and their families.Slide27

Prospects:

Use these initiatives (and many others…):To help teachers improve their teaching and assessment by competences, “hot issues” in many lower secondary schools.

To produce resources for initial and in service training, identifying best practices. To extend these methodologies to upper secondary education (“lycée”)Provide information for the new education act in which the core curriculum’s objectives are completed by the ideas of culture as well as knowledge and competences. Slide28

Many thanks for your attention.