What to look for - Curriculum for Excellence levels
Ongoing assessment, including in the senior phase, will include assessing progress across the breadth of learning, in challenging aspects and when applying learning in different and unfamiliar contexts. A class teacher’s valuable insight and observations contribute significantly to the provision of appropriate curriculum planning, assessment and supporting learners with additional support needs.
Assessment within the context of Curriculum for Excellence is also assessment for additional support needs. They should be considered to be two different or completely separate types of assessment.
When beginning the process of assessing the child or young person’s needs the areas below need to be considered, however be mindful that depending on the age and stage of the learner not all areas may be applicable.
- Processing of language-based information (auditory and/or visual)
- Phonological Awareness
- Oral language skills and reading fluency
- Reading fluency
- Short-term and working memory
- Sequencing and directionality
- Number skills
- Organisational ability
- Motor skills and co-ordination
You may find the following checklists helpful. Please note that the purpose of the checklists is to guide initial gathering of evidence to support the collaborative process using the dyslexia identification pathway. The checklists do not provide an identification of dyslexia. It is recommended that a copy of the completed checklist should be kept in the learner’s records to inform appropriate future planning.
What to look for Early Level Checklist
What to look for First and Second Level Checklist
What to look for Third, Fourth and Senior Checklists
A range of templates to support the collaborative and holistic identification, support and planning process are available to download for free in the Resources - Identification Forms and Templates section