Managing achievement types
You can view the various achievement types applicable to each framework in the Options for Connecting Steps screen.
Achievement types and description
Below is a table of the shared achievement types on our system
Note: that these achievement types are not for the following frameworks:
- Milestones
- SQA National 1 to 5
- Steps to Excellence
For schools in Scotland, please find the table at the bottom of this article.
| Achievement Level | Description |
|---|---|
| Not applicable | The skill has been disapplied. This will be ignored when calculating the percentage complete |
| Encounter | The pupil was in the room when it happened, they show no awareness or acknowledgement of the task going on. This could be for many reasons |
| Awareness | The pupil is aware that there is something going on, depending on the level of the pupil, it could be a brief change in facial expression or a glance over while they are involved in their own activity |
| Attention & response | The pupil is now listening or aware of what is going on and may react to events. Depending on the level of the pupil, could be a smile as something happens or a vocalization |
| Engagement | The pupils is now involved ready to join in. Depending on the ability level will affect on how it is used, it could be use as full physical support, or it could be full verbal prompting, imitating etc. |
| Participation | There is not a large change from Engagement. It could be the pupil being more cooperative, even leading the activity with slightly physical support. If using verbal prompting, the amount of prompting is reduced |
| Involvement | The pupil is more involved, they may need no physical support, perhaps a nudge or point to start them. With prompting, they again may only need a few words to help them achieve |
| Gaining skills & understanding | This is where you are giving the pupil the chance to do it on their own, they may only need a couple of prompts to get them started or to make sure they complete the task. The pupil may even achieve the task, but cannot repeat the achievement |
| Mastered | You are confident the pupil can achieve the skill, they have demonstrated the skill a number of times |
| Confirmed | This is optional and to the computer has the same effect as mastered. Schools can use confirmed in different ways, the most common is if a different teacher has seen the pupil achieve the skill, or the pupil is showing “Greater Depth” |
Engagement Steps is counted as a separate framework from these but still has the same achievements so that you can have more achievements active for this framework than having them active for all.
You can make changes to an achievement type description for a particular framework as well as enabling or disabling achievement types.
To view achievement types for a framework
- Navigate to Options for Connecting Steps V5 in My BSquared.
- Click the drop-down list next to the Show Achievement Types for Framework field.
The available achievement types are shown in a table.
To enable/disable achievement types
- Navigate to Options for Connecting Steps V5 in My BSquared.
- Click the drop-down list next to the Show Achievement Types for Framework field.
The available achievement types are shown in a table.
- Click the slider button next to the achievement type. Green to enable it, red to disable it.
You can also edit the description of an achievement type.
To edit an achievement type description
- Navigate to Options for Connecting Steps V5 in My BSquared.
- Click the drop-down list next to the Show Achievement Types for Framework field.
The available achievement types are shown in a table.
- Click the edit icon next to the description you want to edit.
- Edit the text in the popup window relating to the achievement type.
- Click Save.
Achievement types and description
This is the list of all Scottish achievement types
| Achievement Level | Description |
|---|---|
| Not applicable | The skill has been disapplied. This will be ignored when calculating the percentage complete |
| Encounters | Learner is present during an activity or experience |
| Notices | Learner appears to be aware of what is happening around them |
| Shows Interest | Learner demonstrates some interest in people, events or objects |
| Responds | Learner attends and begins to give reactions to show that he/she can tell the difference between people, events or objects |
| Focuses Attention | Learner demonstrates more consistent attention and shows a clear distinction between specific people, events or objects |
| Participates Actively | Learner begins to be proactive in their interactions with people, events and objects. He/she anticipates familiar sequence of events |
| Initiates | Learner initiates activities and interactions more regularly and responds to options and choices |
| Demonstrates Understanding | Learner demonstrates their understanding and skills in a specific learning setting |
| Consolidates | Learner recalls previous learning and can use it in familiar situations |
| Extends | Learner becomes more confident in their learning and can apply skills in a range of unfamiliar settings. |