Wrthi'n llwytho
Does dim crynodeb o'r cyfarfod hwn eto. Caiff un ei ysgrifennu pan fydd y cyngor yn cyhoeddi'r cofnodion. Mae'r agenda a'r papurau isod.
In accordance with the Code of Conduct adopted by the City & County of Swansea, no interests were declared.
Resolved that the Minutes of the Education & Skills Service Transformation Committee held on 23 October 2024 be approved and signed as a correct record.
David Thomas provided the committee with a detailed and comprehensive powerpoint presentation which outlined the current position relating to the development of a series of Principles for Pupil Progression in Swansea Schools. Contained and detailed within the presentation were the following areas and information: · Role of assessment - enables each learner to make progress at an appropriate pace and that they are supported and challenged, contributes to the holistic picture of the learner, support progress along 3 – 16 continuum and professional dialogue at all levels, informs required teaching and learning, curriculum design and new/innovative effective pedagogical approaches, · Role of assessment - supporting individual learners on an ongoing, day-to-day basis, Identifying, capturing and reflecting on individual learner progress over time and understanding group progress in order to reflect on practices, · Supporting individual learners on an ongoing, day-to-day basis - by identifying individual strengths & achievements, areas for improvements, barriers to learning, opportunities for practitioners to discuss progress with learners and challenge and support required going forward, · Supporting individual learners on an ongoing, day-to-day basis – this should be embedded into teaching and allow practitioners to respond to individual needs on an ongoing basis, · Identifying, capturing and reflecting on individual learner progress over time – through use of assessment records (where appropriate) to support practitioners to identify progress made by individual learners over different periods of time, in a variety of different ways, how a learner has learned, what they have learned and what they can demonstrate from their learning, · Identifying, capturing and reflecting on individual learner progress over time - use assessment records (where appropriate) to support practitioners to identify progress made by individual learners over different periods of time, in a variety of ways, and hep to show how a learner has learned, what they have learned and what they can demonstrate, · Identifying, capturing and reflecting on individual learner progress over time - reflecting on progress will help practitioners to give feedback, plan future learning, inform interventions (support), the challenges required and the immediate next steps, and help develop longer-term objectives/goals, help reporting to parents/carers, · Understanding group progress in order to reflect on practice - how different learner groups make progress, curriculum strengths and areas for development, how needs have been met (sharing effective practice), how the school supports disadvantaged learners, and support robust self-evaluation and improvement planning, · Summary - where the use of assessment is particularly strong, schools ensure that it has a formative role in improving teaching and helps pupils better understand their learning, effective practice is a clear understanding of formative assessment and utilise a range of strategies that best supports learners in that context and effective assessment practices identify the progress pupils are making across the curriculum, effective assessment informs how teaching can be adjusted in response to information, good systems ensure that professional learning focusses on effective pedagogy in teaching and assessment and should have a reflective culture, · What’s next - outline principles of effective formative assessment, reference a range of strategies, develop a better understanding of feedback and a better understanding of learner next steps and examples of effective practice, · Swansea’s Principles of Learner Progression - when designing, redesigning or adopting the curriculum offer schools/settings must make provision that aligns with the mandatory principles of progression, as well as the overarching principles, principles of progression are also described in the context of each AoLE, · Principles of progression - increasing effectiveness and breadth and depth of knowledge, deepening understanding of the ideas and disciplines within the areas, refinement and growing sophistication in the use and application of skills and making connections and transferring learning into new contexts, · Increasing effectiveness - as learners progress they become increasingly effective at learning in a social and work-related context and as they become increasingly effective they are able to seek appropriate support and independently identify sources of that support. They ask more sophisticated questions and find and evaluate answers from a range of sources, this includes increasingly successful approaches to self-evaluation, identification of their next steps in learning and more effective means of self-regulation, · Swansea’s Principles of Learner Progression - schools and settings in their curriculum design and development will also wish to cross-reference to the characteristics associated with each of the four purposes in the planning of learning experiences, · Four purposes in the planning of learning experiences: i.ambitious, capable learners, ready to learn throughout their lives, ii.enterprising, creative contributors, ready to play a full part in life and work, iii.ethical, informed citizens of Wales and the world, healthy, confident individuals, iv.ready to lead fulfilling lives as valued members of society · Swansea’s Principles of Learner Progression - it is essential that learning progression not only reflects area knowledge and understanding but also reflects the capabilities reflected in the four purposes, their integral skills, and the cross-curricular skills. While the four purposes do not explicitly refer to progression, they should inform the planning of all learning experiences within the Curriculum for Wales, which brings together content, pedagogical approaches and assessment practices to challenge and support learners, · Cross curricular skills – mandatory skills relating to literacy, numeracy and digital competence are essential to enable learners to access knowledge across the curriculum and schools must develop a curriculum that enables learners to develop competence and capability, · Cross curricular skills – learners must be given the opportunity i. to develop listenening, reading and speaking, ii.be able to use numbers and solve problems in real-life situations, iii.be confident users of a range of technologies to help them function and communicate effectively. · Swansea’s Principles of Learner Progression - effective pedagogy is paramount to supporting progression. The pedagogical approaches used by practitioners should be selected to support progression and these will need to adapt to learners’ needs. The Curriculum for Wales’ 12 pedagogical principles offer a non-exhaustive set of principles of effective teaching that help enable learners to progress, however they are not themselves discrete pedagogical tools. They should be considered alongside these mandatory principles of progression to inform how best to support learners to progress. · The pedagogical principles maintains a consistent focus on the overall purposes of the curriculum, challenges all learners by encouraging them to recognise the importance of sustained effort in meeting expectations that are high but achievable for them, means employing a blend of approaches including direct teaching, means employing a blend of approaches including those that promote problem-solving, creative and critical thinking, sets tasks and selects resources that build on previous knowledge and experience and engage interest, creates authentic contexts for learning, means employing assessment for learning principles, ranges within and across areas, regularly reinforces the cross-curricular skills of literacy, numeracy and digital competence, and provides opportunities to practise them, encourages learners to take increasing responsibility for their own learning, supports social and emotional development and positive relationships, · Who needs to engage in the assessment process - active engagement between the learner and practitioner on a regular basis is at the heart of supporting learner progression and should involve all the following people – leaders, practitioners, learners and parents, carers and external partners, · Practitioners - the role of the practitioner is to plan for and provide effective learning experiences that are appropriate to the age and development of each individual learner. They should enable learners to appreciate where they are in their learning, where they need to go next and how they will get there. Practitioners should also support and challenge learners effectively to ensure they each make progress, · Learners - the role of the learner is to participate in and contribute to the learning process in a way that is appropriate to their age and stage of development. This will help learners to develop knowledge, skills and understanding, and to apply them in different contexts, and as they make progress along the continuum with increasing independence, learners should be supported and encouraged to so, · Next steps – construction of draft document, engagement with stakeholders in the development of the different sections of the draft and signpost effective practice for inclusion in the document The Committee discussed the presentation and the issues raised within it and made various comments relating to the powerpoint and asked questions around the information, issues and topics detailed within it. In particular around the development of the new principles, which will hopefully allow schools to comply with statutory guidelines whilst being able to refine and develop in line with their own needs and situations. Current/future cluster working and sharing of best practice need to assure and support schools going forward. Schools will have to be involved and supported through the introduction of the new principles. In particular there is a need to support vulnerable learners, free school meals pupils, reading standards and literacy standards.Parental involvement and support will also be a key issue going forward. The officer responded accordingly to the questions and queries raised by Members. The Cabinet Member thanked the officer for his presentation and overview/update of the ongoing work towards the development of the new principles and outlined that they should enable the partnership working between the local authority and schools to develop and grow in the future. The Chair thanked the officer for his informative presentation and input into the meeting.
The Chair outlined the workplan for the committee for the remainder of 2024/2025.
Rhaid i gynghorwyr ddweud pan fydd ganddyn nhw gysylltiad personol â rhywbeth sy'n cael ei drafod, fel swydd, eiddo neu aelod o'r teulu. Mae buddiant sy'n rhagfarnu yn ddigon cryf i'r cynghorydd adael yr ystafell fel arfer a pheidio â chymryd rhan.
Caiff datganiadau eu darllen o'r cofnodion unwaith y byddan nhw wedi'u cyhoeddi.
Yn rhestru cynghorwyr presennol y cyngor yn unig. Nid yw aelodau cyfetholedig, swyddogion a chyn-gynghorwyr yn cael eu dangos.