PIP Assessors Practicum

Principles into practice

Learning Outcome

​Use a template review tool to review core skill progression in a learning area

Provide feedback on how to improv the core skills progression and the review tool

Appreciate the the review process that track core skill progression.

Open Ended

Based on the shared learning outcome, list your expectations and share a key inquiry question that when answered will meet your expectation.

Draw

Match the Skill-builder skills with the NaCCA skill by drawing lines

Fill in the Blank

Knowledge: The understanding of the world and how it works, which is the _________ for being able to use skills.

Fill in the Blank

∙Values: The way that people make choices and decisions in their lives, which can also be described as their ___________.

Fill in the Blank

∙Competences: The things that people are able to do. These include:

______ skills like literacy and numeracy

Fill in the Blank

∙Competences: The things that people are able to do. These include:

----------- skills which are highly transferable

Technical skills which are focused on a particular setting or scenario

Fill in the Blank

∙Competences: The things that people are able to do. These include:

------------ skills which are focused on a particular setting or scenario

Multiple Choice

Which one is not part of the six principles of core skill progression?

• Keep it simple

• Measure it

• Start Later

• Bring it to life

1. Respect for all

2. Diversity

3. Equity and Equality

4. Commitment to achieving excellence

5. Teamwork and collaboration

6. Truth and Integrity.

•Curiosity
•Perseverance
•The flexibility of ideas
•Respect for evidence
•Reflection

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Open Ended

To what extent did the tool aid in establishing the tracking of core skill enhancement in the review of the curriculum instructional material?

Open Ended

What are my key take away from todays session?

Thank you for your participation

Tomorrow we shall deepen further on the skill-builder framework as well as explore the assessment approaches and age-level placement