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Policy Context

[/vc_column_text][vc_empty_space height=”60″][vc_accordion active_tab=”0″ collapsible=”yes” style=”toggle”][vc_accordion_tab title=”LOOKING AT OUR SCHOOL: A QUALITY FRAMEWORK FOR PRIMARY SCHOOLS– 2016″][vc_column_text]My Learner ID Series supports 30 Statements of ‘Highly Effective Practice’ in the new framework for school self-evaluation. Statement such as:

 

‘Pupils see themselves as learners and demonstrate this in their positive and reflective approach to classwork and homework’ (p.13)

 

‘Pupils assess their progress and are aware of their strengths and areas for development as learners’ (p.16)

 

‘Pupils take responsibility for their own learning..’ (p.16)

 

‘Teachers use parent teacher meetings to support parents’ meaningful involvement in their children’s education and development as learners’ (p.17)

 

‘Those in leadership and management roles value pupils’ views..’ (p. 20)[/vc_column_text][/vc_accordion_tab][vc_accordion_tab title=”GUIDELINES FOR PRIMARY SCHOOLS – SUPPORTING PUPILS WITH SPECIAL EDUCATIONAL NEEDS IN MAINSTREAM SCHOOLS (2017)”][vc_column_text]My LID supports teachers in fulfilling the following teacher guidelines to record:

  • Personal experiences and perceptions of learning
  • Pupils views about what currently helps them learn and what strategies they feel may help

[/vc_column_text][/vc_accordion_tab][vc_accordion_tab title=”WELL-BEING IN PRIMARY SCHOOLS: GUIDELINES FOR MENTAL HEALTH (2016)”][vc_column_text]While not a mental health resource, My LID nurtures learner well-being through empowerment, responsibility, ownership and voice in learning. Ownership and efficacy in learning inevitably will have a reciprocal beneficial effect on learner well-being.[/vc_column_text][/vc_accordion_tab][vc_accordion_tab title=”AISTEAR: THE EARLY CHILDHOOD CURRICULUM FRAMEWORK”][vc_column_text el_class=”.km-ul”]My LID Series compliments Aistear by:

  • Developing learner dispositions
  • In nurturing children to see themselves as capable learners
  • Enabling children to express themselves creatively and imaginatively

[/vc_column_text][/vc_accordion_tab][vc_accordion_tab title=”ASSESSMENT FOR LEARNING, NCCA”][vc_column_text]My LID Series fulfil the intent of AFL by using assessment in the classroom as a tool to improve students’ learning characterised by:

  • Sharing learning goals
  • Helping students to recognise the standard they are aiming for
  • Involving students in assessing their own learning
  • Providing feedback
  • Communicating confidence that every child can improve

[/vc_column_text][/vc_accordion_tab][vc_accordion_tab title=”ASSESSMENT IN THE PRIMARY SCHOOL: GUIDELINES FOR SCHOOLS (2007)”][vc_column_text]My Learner ID Series provides a coherent, developmental and stage appropriate framework for tracking the voice of the learner through Assessment for Learning (AfL) methodologies, self and peer assessment opportunities, use of rubrics and opportunities to respond.

 

My LID moves beyond the guidelines in introducing open-ended assessment methodologies, PCP frameworks and in focusing the learner, through varied assessment methodologies, on learning how to learn and actualising as a learner.[/vc_column_text][/vc_accordion_tab][vc_accordion_tab title=”TRANSITION FROM PRESCHOOL TO PRIMARY SCHOOL (2016)”][vc_column_text el_class=”.km-ul”]My LID Series:

  • Provides a glimpse of the worldview of the child at key transition points
  • Enables new teachers to get a sense of the ‘who’ of the child, ‘how’ they learn best and their developing sense of themselves as learner.

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