(1999) who confers greater participation responsibility with age. earlier work on Scotland’s Education for Citizenship (Learning and Teaching, Scotland, 2001) now forms part of Global Citizenship within A Curriculum for Excellence; this is viewed as a cross-curricular theme rather than a distinct curricular area, thus, extending the scope of teacher responsibility. Education for Citizenship bases its approach on the are citizens of belief that, ‘Young people today, not citizens in and as of education for waiting’ sees ‘learner voice’ ‘a crucial element a recent study indicates that the perspective of pupils as in citizenship’. However, ‘citizens is still prevalent in Scottish education (Hulme, McKinney, Hall and Cross, 2011: waiting’ 139). In 2002, Scotland established Assessment is for Learning with similar developments across the UK; it extended assessment approaches to create greater pupil self-reliance through self and peer assessment strategies. Teachers were encouraged to provide clarity about assessment and to engage in conversations learners. Building the Curriculum 5 (2010: 10) provides with for the new curriculum. This model was consistent with prior a framework for assessment assessment developments although progress was evident in reporting assessment. The previous curriculum provided guidance in Reporting 5-14 (1992) aimed at improving parent dialogue; Assessment is for Learning incorporated work with parents but teachers undertook separate dialogue with pupils and parents; Building the Curriculum 5 indicates the start of connections between the key stakeholders of the pupil, the parents and the teacher: Learners themselves should be in a good position to contribute to discussions about written reports and about their progress in learning at consultation meetings with parents. (Scottish Government, 2010:43)
(1999) who confers greater participation responsibility with age. Scotland’s earlier work on Education for Citizenship (Learning and Teaching, Scotland, 2001) now forms part of Global Citizenship within A Curriculum for Excellence; this is viewed as a cross-curricular theme rather than a distinct curricular area, thus, extending the scope of teacher responsibility. Education for Citizenship bases its approach on the belief that, ‘Young people are citizens of today, not citizens in waiting’ and sees ‘learner voice’ as ‘a crucial element of education for citizenship’. However, a recent study indicates that the perspective of pupils as ‘citizens in waiting’ is still prevalent in Scottish education (Hulme, McKinney, Hall and Cross, 2011: 139). In 2002, Scotland established Assessment is for Learning with similar developments across the UK; it extended assessment approaches to create greater pupil self-reliance through self and peer assessment strategies. Teachers were encouraged to provide clarity about assessment and to engage in conversations with learners. Building the Curriculum 5 (2010: 10) provides a framework for assessment for the new curriculum. This model was consistent with prior assessment developments although progress was evident in reporting assessment. The previous curriculum provided guidance in Reporting 5-14 (1992) aimed at improving dialogue; Assessment is for Learning incorporated work with parents but teachers undertook separate dialogue with pupils and parents; Building the Curriculum 5 indicates the start of connections between the key stakeholders of the pupil, the parents and the teacher: Learners themselves should be in a good position to contribute to discussions about written reports and about their progress in learning at consultation meetings with parents. (Scottish Government, 2010:43) parent
G.Inglis_Parents_evening_article_revised_submission_final.docx