Testing the framework The National and Local Picture 1 st April 2009 Peter Eavers Learning and Teaching Scotland Jayne Glover HT, Kingswells PS.

Testing the frameworkThe National and Local Picture1st April 2009

Peter Eavers Learning and Teaching Scotland

Jayne GloverHT, Kingswells PS

Thinking About Curriculum Structures“Curriculum for Excellence allows for both

professional autonomy and responsibility when planning and delivering the curriculum. The framework provides flexibility - Such flexibility will result in a more varied pattern of curriculum structures to reflect local needs and circumstances” – BtC3 pp. 10 - 11

Building the curriculum

The curriculum: all that we plan for children and

young people’s learning – across 4 contexts

7 Principles for planningChallenge and enjoyment

BreadthProgression

DepthPersonalisation and choice

CoherenceRelevance

Experiences and outcomes

8 curriculum areas

6 Entitlements

Including broad general education;

Senior phase; Skills for learning,

for life and for work

Values

Wisdom, justice,Compassion, integrity

Values

Wisdom, justice,Compassion, integrity

Effective teaching and

active,sustained learning

Effective teaching and

active,sustained learning

Support

for learningthrough choices and changes

into positive and sustained destinations

Support

for learningthrough choices and changes

into positive and sustained destinations

Assessment, qualificationsSelf-evaluation and

Accountability,Professional development

aligned with purposes

Assessment, qualificationsSelf-evaluation and

Accountability,Professional development

aligned with purposes

What is “Testing the Framework”Testing the framework provides an opportunity for staff from a range of sectors and sizes of schools to work together intensively on the technical tasks of testing the BtC3 framework for curriculum planning.

TTF eventsTTF event Initial days Recall days

TTF1 Secondary 7&8 October 2008 26&27 November 2008

TTF2 Secondary 19&20 January 2009 4&5 March 2009

TTF3 Early years/Primary

27&28 January 2009 11 March 2009

TTF4 Special schools / ASN

3&4 February 2009 23 March 2009

Technical tasks• Produce a high level plan/curriculum map i.e. what will early years

to P7/S1 look like; P7) S1-S6 look like? • Choose your technical task• Describe what the area of your chosen task will/could look like in

practice. Provide as much detail as possible, including timetabling, supporting features and practical considerations such as staffing

• Explain your change model i.e. what would be done in the short/medium and long term? Who would be involved? Self-evaluation?

• Describe the process – what did you do exactly? What questions did you need to ask yourself? What was useful and what was not?

Workshop Tasksearly years/primary

A. transitions

B. broad general education

C. totality of the curriculum

secondary

A. transition primary/secondary

B. broad general education

C. senior phase

special education/ASN

A. transitions

B. broad general education/senior phase

C. personal support

Transition

Wider Achievement

Inclusion

Enterprising Approaches Monitoring &

Evaluation

PLP & AifL

Interdisciplinary Approaches

ETHOS

Trinity Learner

ConfidentIndividual

Compassion

Justice Responsible Citizen

Successful Learner

Wisdom Integrity Effective Contributor

Healthy BodyHungry for successTuck shopCycling ProgrammeJRSOsSex educationDrugs educationNutrition

Healthy MindTeaching & Learning - The What and the How• subject areas• principles of curriculum design• learning syylesPersoanl Safety programmeBounce Back - resilience strategiesIncorporating anti bullying

Healthy Respect-for self, for others and for the environment-Citizenship-ECO work-Behaviour Policy

A Curriculum Framework for Trinity Primary – designed to meet the needs of all learners

Stoneyhill Primary School Curriculum Map

Monday Tuesday Wednesday Thursday Friday

Subject Areas -English/Maths


PE



Interdisciplinary Learning Experiences

Personal Achievements

Literacy, Numeracy, Health & Wellbeing

INTERVAL

Subject Area

plus

Music


Subject Area

plus

ICT


Whole School Assembly

Personal Achievements

Literacy, Numeracy, Health & WellbeingLUNCH


Subject Areas (to be decided by teacher)


Subject Areas (to be decided by teacher)

plus

PE

We operate within a 7 x 45 minute period structure Monday to Thursday and a 4 x 45 minute period structure on a Friday.


Outcomes from TTF so far

• Process was beneficial • Proof that non-prescriptive guidance leads to a

variety of different approaches• Range of plans/models emerging • Those involved became ‘multipliers’• Better understanding that a framework for

learning is more than timetabling• Some big questions/issues identified

Emerging approaches

• Moving to shorter planning cycles to facilitate responsiveness

• Greater commitment to collaborative working across sectors

• Relaxing of timetabling to promote greater collaboration and interdisciplinary approach to learning

• Taking account of personal achievement in wider curriculum

• Greater emphasis on children’s views

21st Century Curriculum Design

• Reconfigurations around Grouping Learners developing more flexible and permeable approaches to age and stage

• Reconfigurations around Time as a flexible resource School day, terms and year Flexible time schedules To assist in full exploiting the 4 contexts for learning

• Reconfigurations around distributing leadership Faculties and flatter staff structures Empowering decision taking and making Schools within schools? Merging of phases – Early/Primary Primary/Secondary/Special schools School and work place Partners as teachers

• Complementarity combinations of reconfigurations

Building blocks based around -

Kingswells School Curriculum Map

Totality of the Curriculum

Developing Collaborative

Learning Teams

Personalisation & Choice


Pupil Enterprise Initiatives

Make a Difference

Group-Challenges

Opportunities for personal achievement

Pupil Council

Eco Group

SNAG Group

Active Sports

Business links

Arts Education

Performing Arts

Visits

Residential Experiences

Community Links

Wider community

Links with other

countries

Scotland-culture,

traditions

School values

Parental involvement

GIRFEC

Inclusive. Equality,

Care & welfare

House system

Pupil contributions & responsibilities

Consistency, continuity,

consultation.

Challenge & enjoyment.

Personalisation & choice.

Breadth

Progression.

Depth.

Relevance

Ethos & life of the school.

Curriculum areas & subjects

Interdisciplinary learning

ICT

Experiences & skillsLiteracy.Numeracy.Life.Technological.Research.Scientific.Thinking.Expressive, Creative, Aesthetic.

Curricular areas

Expressive arts

Lang. & Literacy

Health & wellbeing

Maths & Numeracy

RME

Sciences

Technologies

through

School community

Learner

Complementary Subject Areas

Health & Wellbeing

LiteracyMaths & Numeracy

RME

SciencesTechnologySocial Subjects

EcoEnterprise

Financial Ed.

Global Ed. Culture

Drama, Art & Design, Music Creativity

P.E

Citizenship

Languages

Considered the skills sets...Problem Solving

Thinking skills

Resilience

Independence

Reflecting/self evaluation

Listening & Speaking

Interpersonal

Safety

Risk Taking

Presenting

Numerical

Reading

Communication

Visual & Spatial

Recording

Team working

Life

Time

Money

Choices

Life Skills…Literacy Numeracy Personal

CareCitizenship Recreation/

vocational

Reading Time Social Values Sport

Writing Money Emotional Responsibility Art & Music

Listening Measurement Physical Decision making Travel

Speaking Finance Personal safety Cultural awareness

ICT skills ICT skills Hygiene ICT Skills ICT skills

Map reading Timetables SHARE Global education Vocational Exp.

Nutrition Eco Woodwork

Cooking skills Enterprise Oil Industry

Environments

Inter-stage/Inter-class

Whole schoolChallenges

Inter-agencyBusiness

CommunityWider

community links/visits

EthosPersonalisatio

n & ChoiceChallenge & Enjoyment Personal

Achievement

Interdisci-plinary

Single subject

AifL StrategiesModeration

Skillsprogression

TransitionalProjects/links

Enterprise Science & Tech

CitizenshipRME

Creativity Global Education

Literacy, Numeracy, Health & Wellbeing experiences & outcomes

Primary 7 Enterprise Science & Tech

CitizenshipRME



Primary 6 Science & Tech

CitizenshipRME


Enterprise


Primary 5 CitizenshipRME




Primary 4 Creativity Global Education


CitizenshipRME


Primary 3 Global Education


CitizenshipRME

Creativity


Primary 2 Enterprise Science & Tech

CitizenshipRME



Primary 1 Science & Tech

Citizenship RME


Enterprise


Pre-school Citizenship RME




Ante-pre school



CitizenshipRME

Progression. Relevance. Breadth. Depth. Inclusive with equal opportunities.

Big questions…• Is AifL underpinning all we do?

• Are we aware of language mind sets associated with topics, subjects?

• Are subject areas acting as straitjackets?

• Is there a consensus about terms like ‘active learning’, its progressive nature and ‘interdisciplinary learning’?

• Are we encouraging staff to be bold and take risks?

• Is there an acceptance that schools cannot provide the ‘totality of the curriculum’ we need to seek out opportunities and embed them into our practice?

• As ACC HTs do we have the capacity to grasp the nettle – ‘ACfE’ and work together by sharing experiences, our thinking, time and resources to develop ACfE effectively?

Testing the framework The National and Local Picture 1 st April 2009 Peter Eavers Learning and Teaching Scotland Jayne Glover HT, Kingswells PS.

Documents

curriculum areas

curriculum framework

curriculum planning

purposes slide

sustained learning support

curriculum secondary

views slide

personal support slide