Scotland's Curriculum Architecture
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Transcript of Scotland's Curriculum Architecture
Curriculum for Excellence Primary Curriculum Architecture
19 September 2007
Barbara Thomson - Curriculum for Excellence Team
Learning and Teaching Scotland
Graeme Logan – Head Teacher
Peel Primary School, West Lothian
Remind me, why we are doing this ….?
“The Curriculum …should give young people the confidence, attributes and capabilities to make valuable contributions to society
page 11 A Curriculum for Excellence 2004
Progress and proposals redefines the scope of the
curriculum
What’s in the frame?
The ethos and life of the school as a community
Curriculum areas and subjects
Interdisciplinary projects and studies
Opportunities for personal achievement
challenge and enjoyment breadth progression depth personalisation and choice coherence relevance across the entire curriculum
Arrangements for assessment and qualifications support the purposes
New structure of levels for progression
Activities brought together to achieve:
Organising the learning: building up the picture
Experiences and outcomes developed within and across curriculum areas
Bottom lines and scope for flexibility defined clearly
How might we recognise A Curriculum for Excellence?
• Values, purposes and principles• Learner at the centre• Pupil voice• Professional enquiry and leadership• Emphasis on pedagogy• ‘newer’ principles evident • Connections across and within
curriculum areas• Opportunities for specialisation
How might we recognise A Curriculum for Excellence?
• Collaborative learning and working, within and across sectors (pupils & staff)
• Opportunities for transfer of learning and personal achievement
• Assessment supporting learning• Learning to learn• Use of technology (GLOW)• Design of Physical environment
Curriculum Architecture : Scope for flexibilityIn
• how things are taught
• how learning activities are organised across the school - scope for quite different approaches
• within parameters, what is taught
• design of interdisciplinary activities and opportunities for personal achievement
Through• emphasis on outcomes not inputs
• fostering and using teachers’ professionalism, creativity and knowledge of their students
• expectations set out as tools and guidance - not prescriptive models
• “timetabling” as servant not master
• use of partnerships
Implications
• Leadership
–Increased expectations
–Support professional dialogue and debate
–Opportunities to be creative in curriculum design
Curriculum Architecture
Graeme LoganHead TeacherPeel Primary SchoolWest Lothian Council
Curriculum ArchitectureOverview of Presentation
Examples from our journey to excellence Ideas/ strategies that you can transfer Re-shaping the curriculum Planning for joined-up learning Moving on with formative assessment as
part of CfE
My aim as a Headteacher
For every child to become an architect of
their own learning
This is a very exciting time for This is a very exciting time for teaching professionals. teaching professionals. Be positive ! Or you might turn Be positive ! Or you might turn into……..into…….. Blameless BobBlameless Bob always has an always has an
excuse for everythingexcuse for everything Whining WendyWhining Wendy complains no complains no
matter what she is asked to domatter what she is asked to do Thumb-twiddling TomThumb-twiddling Tom lacks lacks
motivation and initiativemotivation and initiative Insubordinate subordinateInsubordinate subordinate
challenges you in front of other challenges you in front of other workers and managersworkers and managers
Tortoise TeresaTortoise Teresa shows up late and shows up late and is last to do everythingis last to do everything
Amy attitudeAmy attitude has a negative attitude has a negative attitude that brings everyone downthat brings everyone down
Hand-holderHand-holder needs constant needs constant supervisionsupervision
Early retiree RonEarly retiree Ron has been around has been around a while and is beginning to practice a while and is beginning to practice at-work retirementat-work retirement
WorrywartWorrywart is worried about is worried about everything and panics over changeeverything and panics over change
Clock-watching CliveClock-watching Clive never works never works late and has a shop keeper mentalitylate and has a shop keeper mentality
‘ ‘By the age of 16, the average adult in By the age of 16, the average adult in the UK will have done 75% of the the UK will have done 75% of the writing they will do in their lifetime’writing they will do in their lifetime’
‘‘80% of the jobs that 80% of the jobs that current Primary 1 pupils current Primary 1 pupils will do, do not exist yet’will do, do not exist yet’
BT Futurologist2005
Those who lack the courage to change will always find a philosophy to justify it.
Shaping the Curriculum Meeting the needs of the learners in our
school What are the core skills/ outcomes we want
for every pupil after 7 years of primary ed Promoting: excitement, fun, magic
moments, focus on learning to learn
Essential to Every LessonEssential to Every Lesson
Sell Benefits Share Content
Share ProcessMr What/Miss How
Is your lesson Is your lesson worth worth
behaving for ?behaving for ?
What was memorable about your last lesson?
You can aim too high….
Learning at the top of the agenda…Learning at the top of the agenda…
Learning assembliesLearning assemblies
Collective focus for celebrating success: 4 Collective focus for celebrating success: 4 capacitiescapacities
Learning and teaching leading every assembly – Learning and teaching leading every assembly – outcomes of monitoring, launch of collective outcomes of monitoring, launch of collective focus, TLC presentation on excellent lesson focus, TLC presentation on excellent lesson structure……….structure……….
Programme of study for learning to learnProgramme of study for learning to learn
Moving from a plasma screen in the reception Moving from a plasma screen in the reception area to a virtual ethos network!area to a virtual ethos network!
Core Policy on Learning, Teaching and Assessment What does an excellent lesson look like? Response codes Agreed practices – every lesson, every day,
every week, block, etc Characteristics and behaviours of excellent
teachers Translating the latest research and connecting
practices in learning, teaching and assessment Learning to learn walls and toolboards.
Dialogue on the craft of teaching is Dialogue on the craft of teaching is the most important part of the the most important part of the
re-shaping processre-shaping process
What do you believe in ?What do you believe in ?
Why did you become a teacher ?Why did you become a teacher ?
What does excellent look like……What does excellent look like……
Professional reading programmeProfessional reading programme
Home teams for teachersHome teams for teachers
Mini-internal secondmentsMini-internal secondments
National shift from PROCESSES to National shift from PROCESSES to OUTCOMESOUTCOMES
What does an excellent lesson look like in What does an excellent lesson look like in our school ? (features/ characteristics)our school ? (features/ characteristics)
What are the core outcomes we want for What are the core outcomes we want for every young person leaving our school ?every young person leaving our school ?
Core learning to learn tools in staff Core learning to learn tools in staff handbookhandbook
Evaluate everything in terms of Evaluate everything in terms of IMPACT and OUCTOMES for pupilsIMPACT and OUCTOMES for pupils
Forward Planning processForward Planning processTeacher EvaluationsTeacher EvaluationsThe ‘The Learning Council’The ‘The Learning Council’Reflection each day for yourself as a Reflection each day for yourself as a leaderleaderThe ‘distractions dump’ in the staffroomThe ‘distractions dump’ in the staffroomThe most important thing teachers do in The most important thing teachers do in non-contact time is plan exciting, non-contact time is plan exciting, memorable lessonsmemorable lessons
Planning for joined up learningPlanning for joined up learning
Every school needs to start professional dialogue on re-Every school needs to start professional dialogue on re-designing planning for learningdesigning planning for learningGet rid of highlighter pens and post it notes!!!Get rid of highlighter pens and post it notes!!!Losing the neat and sterile ‘compartments’Losing the neat and sterile ‘compartments’Starting with main pupil outcomes/ highlights for the year Starting with main pupil outcomes/ highlights for the year aheadaheadIdentifying main contexts for learning in the year ahead, Identifying main contexts for learning in the year ahead, then grouping experiencesthen grouping experiencesEmphasis on weekly/ daily planning, minimal medium Emphasis on weekly/ daily planning, minimal medium term plans, big picture route map long term planterm plans, big picture route map long term planUse of ‘I can’ terminology in planning, pupil target Use of ‘I can’ terminology in planning, pupil target setting, reflection, current 5-14 outcomes (example)setting, reflection, current 5-14 outcomes (example)
Teacher CPD – impact, impact, Teacher CPD – impact, impact, impact !impact !
Key question to start every reviewKey question to start every review
I am a child sitting in your classroom. What I am a child sitting in your classroom. What
have I seen, heard and experienced that is have I seen, heard and experienced that is
different as a result of your CPD activities ?different as a result of your CPD activities ?
We are a solutions focused school
Policy for parents, pupils and staff:Before you present a problem or difficulty, you must have thought of2 possible solutions
Moving on with Formative Assessment
Have you ‘done it’ ! Agreed practices Progression in the use of the strategies Response policy replacing marking policy Lesson plenary/ reflection activities using
the ‘I can…’ ACfE terminology Central Scotland Partnership
Year of Engagement 07/08Year of Engagement 07/08
EA CPD/ support on: outcomes, experiences, EA CPD/ support on: outcomes, experiences, architecture.architecture.
EA planning for transition from 5-14 to CfEEA planning for transition from 5-14 to CfE
Schools to focus on early adoption of: active Schools to focus on early adoption of: active learning in P1 and beyond, planning connected learning in P1 and beyond, planning connected learning and inter-disciplinary worklearning and inter-disciplinary work
Revising curriculum structures, including Revising curriculum structures, including planning and assessment, guidance to staff on planning and assessment, guidance to staff on curriculum balance/breadthcurriculum balance/breadth