Curriculum for Excellence and School Libraries: the Edinburgh

ExperienceCleo Jones

Aims of this Session

To discuss

• What we did before Curriculum for Excellence• Curriculum for Excellence opportunities• Curriculum for Excellence examples

Before Curriculum for ExcellenceWe focussed on • Reader Development – including initiatives like Teen

Titles, reading groups, shared reading groups, reading programmes e.g. Reading for Gold

• Information Literacy – most libraries using ExPLORE model or their own information literacy materials

What is ExPLORE?Information Literacy Model created in Edinburgh in

2004/2005 Linked to the 5 – 14 Curriculum and is in the process of

being linked to CfE A range of materials to support the delivery of ExPLORE

including Teachers’ notes, worksheets and rubrics A model which supports the development of Information

Literacy across the Primary and Secondary sectors

Some librarians had started to• Become involved or take the lead in whole or cross

curricular school initiatives - the ICT challenge where all S1 pupils worked off the

curriculum for 3 days with the librarian, a member of the SMT and a range of teachers working on skills based, problem centred learning

- One Book , One City - Kidnapped• Develop Information Literacy work as transition work• Work as collaboratively as possible with colleagues to

deliver Information Literacy and literacy

What are the Curriculum for Excellence Opportunities?

The 4 capacitiesOpportunities for Interdisciplinary LearningA focus on Learner OutcomesA focus on self-evaluationGLOW

The 4 capacities• The opportunities for libraries supporting the 4

capacities are endless – HMIe are looking to see this demonstrated in school libraries

• Successful learners are independent learners

Interdisciplinary Learning• Libraries have always been at the heart of cross

curricular learning. They can provide a focus for independent or active learning.

• Literacy across learning is an opportunity to become involved in developing the curriculum. As educationalists we are aware of Information Literacy and its potential to help pupils become independent learners

Focus on Skills• The focus on skills rather than content provides

opportunities for discussion of what these skills should be

“The literacy experiences and outcomes promote the

development of critical and creative thinking as well as competence in listening and talking, reading, writing and the personal, interpersonal and team-working skills which are so important in life and in the world of work.” Literacy across learning principles and practice

Focus on outcomes for Learners• This is really important and we have started to think

about what we really do to make a difference to young people’s learning, self evaluation has helped us to focus on this

• We need to work with colleagues and partners to improve outcomes for learners and to improve their learning experiences. We are often the people who make the connections and can make things happen.

Self-Evaluation• We are encouraging this across Edinburgh school

libraries and we have been using the proposed QIs from the “Improving Libraries for Learners” document

- 2.1 Learners’ experiences - 5.3 Meeting Learning needs - 5.9 Improvement through self-evaluation

GLOW

Glow will provide opportunities for sharing ideas as an education community and will give individual librarians opportunities within their own local authorities of becoming Glow mentors

Curriculum for Excellence – What’s the difference?

There are real opportunities to be part of whole school and cross curricular learning particularly in Literacy across Learning

Librarians are seizing the initiative to unpack learning outcomes with colleagues

these opportunities will give real value to the learning that we facilitate

Curriculum for Excellence Examples

Over to the Practitioners. . .

Curriculum for Excellence

Cross Curricular Projects2007 - 2009

Curriculum for Excellence

Cross Curricular Projects2007 - 2009

Di Wild – LibrarianQueensferry High School

Di Wild – LibrarianQueensferry High School

KidnappedKidnapped

‘Kidnapped’ project for Edinburgh UNESCO City of Literature (2007)

‘Kidnapped’ project for Edinburgh UNESCO City of Literature (2007)

Staff working together

Looking for a new cross curricular theme to bring the whole school together in more in-depth work

Looking for a new cross curricular theme to bring the whole school together in more in-depth work

Our PlanetOur Planet

A Thoughtful Approach……

2008

A Thoughtful Approach……

2008

School of AmbitionSchool of Ambition

4 Working groups formed: Learning and Teaching Culture and Ethos Leadership Community Engagement

Cross curricular project approved

Our Planet “created”

Scottish Learning Festival – An Inconvenient Truth: Education Response (Dr Alistair Lavery)

Pilot for Learning and Teaching Scotland with Bill Lynch (Sustainable Development)

4 Working groups formed: Learning and Teaching Culture and Ethos Leadership Community Engagement

Cross curricular project approved

Our Planet “created”

Scottish Learning Festival – An Inconvenient Truth: Education Response (Dr Alistair Lavery)

Pilot for Learning and Teaching Scotland with Bill Lynch (Sustainable Development)

Global Warming?Global Warming?

RationaleRationale

Our Planet – a Thoughtful Approach

What are you doing for the 23rd of May?Departments

Staff What When How Which groups

DramaLiaison with Art & Geography

J Rae Displaced Peoples(stimulus – Salgado’s photography)

Feb – End of March

Intellectual stimulation

S3 Standard Grade

Chemistry S MacFarlane Fossil Fuels – causes and cures of pollution

current Presenting to class, with powerpoints displayed in foyer

S3 Standard Grade

Business EducationLiaison with departments

B McGurk and dept

Support with posters, powerpoint etc

As required Liaison with departments

Home Economics S Auchterlonie Food and Flower airmiles / impacts. Nutritional depletion

S5/6

History C Moodie and dept

Essay competition Term 3 S1 - 3

English J Caldicott Debates on Environmental Issues

Term 3 S1 - 3

CDT J Thomas and dept

Creation of model designed to conserve water and stop water waste in school (UK competition run by Go4SET, supported by an industrial mentor from Halcrow Engineering)

Current and by end Feb

10 week programme

Developing model where rainwater could be collected & stored for use as grey water which, after filtration, could be used in toilets.

Costing repair of leaking taps. Written report, display and model of their idea

6 S2 pupils

Music C Madden and dept

Possible musical composition and performance (under discussion)

ArtLiaison with

Drama

R White P Rodgers

Art work based on landscapes. Possible decoration of foyer

(under discussion)Portraiture,

looking at the visual means of recording human life through portraiture painting and photography

Drawings of exotic and endangered species

Feb – Apr / may

displaycompleted

Possible visit to Portrait Gallery, and / or speaker

display

S3S2

GeographyLiaison with

Physics and Drama

S McGhee and dept

Class work on global warming.

Posters

Term 3 Classwork and posters S2

Maths Under consideration

PELiaison with SE

B Henderson and dept

With SE

‘Ditch the car – it’s not that far, get on your bike or take a hike to school’

Indoor cycling competition with classes on 23rd May day

Posters

Term 3 Health promoting assembly

Cycling competitionsPosters

S1 – 3

Modern LanguagesLiaison with CDT,

Bus Ed and Drama

M Cordner (with CDT and Bus Ed)

M Bream(with Drama)

Conserving water. Creation of posters. Tying in with Spanish Expo.

Information from exchange school in Germany.

Environmentally friendly signs around school

Drama with environmental message looking at different viewpoints.

Essays S5/6, S3/4S1-3

Religious Education

L Malarky “Peace on Earth” concerning peace within us, between individuals, between nations, and with nature. The final part of the unit will concentrate on the Gaia Theory to tie in with “Our Planet”

End of March onwards

Classwork, posters, and poems

S2

Library D Wild Coordination of project. Events, speakers and resources to support departments. Competitions

As required All groups

S.E.Liaison with P.E

J MitchellWith PE

Liaison with PE project ‘Ditch the car…..’

Term 3 S1 – 3

PhysicsLiaison with

Geography

D Richardson(liaising with

Geography)

“Nuclear Power Station in South Queensferry? – Yes or no”

February Research on internet to look at arguments / information. Present on powerpoint

S4 standard grade

Curriculum for ExcellenceCurriculum for Excellence

Pupils doing their own research and forming their own opinions. Pupils are involved in Active Learning.

Departments working together and inspiring each other

Pupils doing their own research and forming their own opinions. Pupils are involved in Active Learning.

Departments working together and inspiring each other

Sebastiao SalgadoSebastiao Salgado

Honduras Hurricane Project

May 2009

Huge commitment, and extra work

Can we face it?

YES WE CAN!!YES WE CAN!!

Next Step?Next Step?

Whole school information literacy project, using ExPLORE, with a trusting staff!

Whole school information literacy project, using ExPLORE, with a trusting staff!

Queensferry High SchoolQueensferry High School

School of AmbitionSchool of Ambition

ExPLORE Information

•Plan•Locate

•Organise•Represent •Evalua

te

Ex-

Step 1 Plan - what information do you need?

What is your subject? What do you want to find out about? Ask some questions.

What other words or phrases can you think of to describe this subject?

Brainstorm - Make a list or draw a mind map

Discover the most important words – these will be your keywords. Highlight them.

Use your keywords to form a search strategy

What do you know about this subject already?

Step 2 - Locate -identify helpful resources

Make a list of any resources which might help you to find information about your subject

Here are some to get you started:

Books

Newspapers

TV

Radio

Videos

Maps

The Internet

Spreadsheets

Step 3 Organise relevant

information

Examine all the information you have gathered

The information which answers your questions is relevant. Keep this.

Look again at your questions

Discard everything that is not relevant

Sort the relevant information to answer your questions

Humpty Dumpty Notes

Humpty Dumpty sat on a wall

Humpty Dumpty had a great fall

All the king’s horses and all the king’s men

Couldn’t put Humpty together again

Quick information about this person

Name

Date of birth/death

Where they were born

Where they lived

Family

Information about the invention or discovery

How did it change society then?

Why is it still important now?What is this person noted for?

List of sources you used to find the information (web sites, books etc)

Step 4 Represent relevant

information

After you have kept only what is relevant - Present your informationTo do this you might:

Write a report or an essay

Give a talk

Make a slide show

Write a song

Step 5

Evaluate what you have done

•Think about how you found information

•Are there things you would definitely do next time?

•Are there things you would never do again?

•What could you do next time to make your enquiry even better?

Ask Yourself:

Holyrood High School

ExPLORE, \ Science & Unpacking learning outcomes!

Interdisciplinary links Library and Information Resources Centre. All

Key concepts? Awaren ess of importance of Science in society.

Skill development Planning

(brainstorming/ Mind map) Research/Analysis Looking at

bias/sourcing info. Evaluating

Topic: Topical Science Outcome : SCN 3-20a: I have collaborated wi th others to find and present information on how scientists from Scotland and beyond have contributed to innovative research and development.

Links to other Science outcomes Outcome: SCN 2-20a: Through research and discussion I have an appreciation of the contribution that individuals are making to scientific discovery and invention and the impact this has made on society.

Literacy/Numeracy/ICT?

Internet research Word Processing Power Point Basic information literacy skills

(planning, locating, organising, representing and evaluating).

Reading, wr iting, talking, listening technology and literacy.

LIT 2-06a, LIT 2-08a, LIT-3-04a, LIT3-14a -/LIT 4-14a, LIT 3-15a/LIT4-15a, LIT 3-18a, LIT 3-24a MNU 3-20a, TCH 3-04a, TCH 3-07a,

Suc cessful Learners Use literacy, communication and

numeracy skills. Use technology for learning. Learn independently and as part

of a group. Make reasoned evaluations.

Confident Indi viduals

Relate to others and manage themselves.

Achieve success in different areas of activity.

Responsible Citizens

Make informed choices and decisions.

Evaluate environmental, scientific and technological issues

Effective Contributors

Communicate in different ways and in different settings.

Work in partnership and in teams.

Apply critical thinking in new contexts.

Sugge sted Activities

Power Point introduction/brainstorming of EXPLORE/Introduction to mind mapping and software for planning (if time) Information Literacy (pupils in pairs). Establish clear project goal. SOLSCI programme handouts. PLAN and choose topic.

Establish keywords. Circus of Scientist displays around library eg Laboratory 1 Professor Ian Wilmut. Pupils move around 1-6 laboratories to help decide on a scientist.

Research skills-where to get information from. Librarian introduces Dewey classification using indexes, content pages, glossaries. Pupils practise using the above as start to LOCATE information.

Pupils continue with LOCATE task by extracting info (internet credibility searches/printing from word processing package) using key words. Pupils all look at a paragraph, all take notes on it. Compare answers to check on correct note taking. Bibliography-sourcing info.

Pupils extracting info for own project/note taking from internet and books and begin ORGANISING the found information Pupils REPRESENT their findings in desired project goal. Presentation skills/practice time. Presentation and peer evaluation. EVA LUATE power points and presenters. Everyone takes part in self evaluation. Teachers o

student assessment. Teacher evaluation.

Cross-cutting themes. Literacy Numeracy

7. Core Knowledge? Basic IT skills. Difference between fact and fiction.

Gracemount High School

Associated Primary Visits – year 1

Europe

Recycling

Rainforests

Associated Primary Visits – year 2

•Biography Project

S1 – year 3

• Catch up for all pupils from outside the catchment area.

• Re-introduce during SE/English lessons (global citizenship project), then reinforce in a variety of different subjects

Current Use of Explore at GHS

• S1 – Joint SE /English/ Global citizenship project

• Reinforcement

- Geography

- Science

- Joint Science/ history CfEx project

Future

• Beyond School of Ambition funding

• Build in assessment

• Co-operative Learning