Find out what the FVWL RIC has been working on...
Interactive Learning, Teaching and Assessment Guide
This resource has been created to help practitioners engage with an effective learning, teaching and assessment cycle. This resource should be used to generate discussion and elicit thinking based on what effective learning and teaching looks and sounds like considering your own context. The resource also includes a variety of supporting documentation and media for practitioners to use in the planning of effective learning, teaching and assessment, including National Drivers such as GTCS Standards and HGIOS4 and links to UNCRC information amongst others. There are also sub-sections on Differentiation, Self-Evaluation and Practitioner Enquiry which may provide you with a way forward in your ongoing professional development. We hope you find this resource helpful in your planning of effective Learning, Teaching and Assessment.
Inspirational Pedagogy Assistant
This Inspirational Pedagogy Assistant uses AI to provide practitioners with creative ideas and challenges for lessons. The tool creates the following resources:
- Create lesson on any topic suggested by the practitioner.
- Differentiation and Assessment strategies.
- Project based learning challenge.
- YouTube videos linked to lesson and challenge.
- Podcasts.
Learner Voice
This section signposts a resource to support schools to explore authentic engagement with learners on any area of school improvement. This could be used to explore themes arising from a range of sources including HGiOUR School, quality assurance evidence and identified next steps, practitioner enquiry themes and school development priorities.
Enquiry
This session, schools across our RIC have been engaging in practitioner enquiry supported by the University of Stirling. This pilot aims to develop enquiring approaches to improving learning, teaching and assessment in the classroom and extend practitioner understanding of current thinking in relation to pedagogy. The university partnership is mutually beneficial as they are conducting their own research into the impact of practitioner enquiry as an approach to professional learning and school improvement.