Each school/education authority will, of course, develop its own P7 profiles which are appropriate to the individual learner’s age, stage and needs. The examples of P7 profiles presented here are neither exhaustive nor prescriptive, nor are they intended to set or pre-empt policy. They represent current thinking within schools at the time of their publication, and their authors may have subsequently reconsidered elements of the individual profiles.
The P7 profiles are accompanied by short case studies which explain the thinking behind the development of these materials.
It is important to stress that these P7 profiles are emerging practice.
It is essential that you read the related case study when considering these P7 profiles, as they should NOT be looked at in isolation. Reading a number of these case studies will help you to reflect on your own developing practice.
Early development of P7 profiles
Practitioners from a number of local authorities, nominated by their local authority assessment co-ordinator, have recently been involved in further developing approaches to profiling and designing formats for P7 profiles which align with the criteria set out in Building the Curriculum 5: A Framework for Assessment: Recognising Achievement, Profiling and Reporting.
These practitioners were encouraged to work in collaboration with senior management within their own school, as well as their local authority assessment co-ordinator, in order to ensure that approaches to profiling and the production of profiles were manageable for staff and learners, and that the developments also aligned with local authority guidance.
In the development of the profile, practitioners built on the existing approaches to assessment within their own school. This involvement afforded them the opportunity to further link their existing approaches to recognising achievement, profiling and reporting, and to further consider the interconnectedness of these three processes.
Find us on