Planning (secondary version)

1. Planning(secondary version)

2. Session 1Assessing the framework

3. Session 1: Assessing the frameworkAims • To identify relevant experiences and outcomes within the new curricular framework.  • To identify changes from previous curricula.  • To consider possible subject-based programmes under Curriculum for Excellence.

4. Activity 3: Identifying experiences and outcomes Task A: Reviewing a current aspect of the curriculum  Select an aspect of work currently carried out in S1, S2 or S3. This might be, for example, a topic, programme of work, or short course in your subject area. Review this aspect against some of the key principles of CfE curriculum design.

5. Activity 3: Identifying experiences and outcomesTask A: Discussion questions • What was the original rationale for this curricular insert in S1-3? • What aspects of the previous curricular programme (presumably 5-14) did it cover? • To what extent does it provide challenge and enjoyment for learners?  • To what extent does it provide progression in student’s learning? • To what extent is the curricular content still current and relevant?

6. Activity 3: Identifying experiences and outcomesTask A: Discussion questions • To what extent does it provide opportunities for personalisation and choice?  • To what extent have the approaches to learning and teaching changed?

7. Activity 3: Identifying experiences and outcomes Task B: Reviewing experiences and outcomes  Review this same topic, programme of work, or short course within the Curriculum for Excellence framework. From the various Experiences and Outcomes documents, identify those experiences and outcomes which apply to this particular aspect of your curriculum.

8. Activity 3: Identifying experiences and outcomesTask B: Discussion questions • Which experiences and outcomes within the new framework would be relevant to this current topic/programme/course?  • Are these experiences and outcomes from one curricular area, or is the range cross-curricular (ie, encompassing more of the 8 CfE areas)? • To what extent do these experiences and outcomes map to your existing curricular arrangements? What are the main differences or similarities?

9. Activity 3: Identifying experiences and outcomesTask B: Discussion questions (continued) • In what ways does the new framework present opportunities for changing or developing this aspect of your curriculum? • Can you identify opportunities for interdisciplinary work with other departments?   • What changes might be required to learning and teaching, or resources? • How might the nature of your curricular planning change in the light of these developments?

10. Activity 3: Identifying experiences and outcomes Task C: Identifying opportunities From the various Experiences and Outcomes documents, identify experiences and outcomes which offer new curricular opportunities for your department. 

11. Activity 3: Identifying experiences and outcomesTask C: Discussion questions • Which experiences and outcomes create new opportunities for your S1-3 curriculum?  • Are these experiences and outcomes restricted to one curricular area, or is the range cross-curricular (ie, encompassing more than one of the 8 Curriculum for Excellence areas)?   • What aspects of curricular content would be new to your S1-3 curriculum?

12. Activity 3: Identifying experiences and outcomesTask C: Discussion questions (continued) • What new approaches to learning and teaching might be considered?  • What opportunities might there be for collaboration or interdisciplinary work with other departments? • What would be the implications for your department in introducing these changes?

13. Activity 3: Identifying experiences and outcomes Task D: Wider considerations Within the new framework, 3 curricular areas - Language & Literacy, Mathematics & Numeracy and Health & Wellbeing – are considered to be the responsibility of all teachers. Consider the following questions by focusing on either:  • the existing topic/programme/course you evaluated in Activity B, or • the new curricular opportunity you identified in Activity C

14. Activity 3: Identifying experiences and outcomesTask D: Discussion questions • In what ways could this aspect of your curriculum support the development of Language & Literacy in learners?  • In what ways could this aspect of your curriculum support the development of Mathematics & Numeracy in learners? • In what ways could this aspect of your curriculum support the development of Health & Wellbeing?  • What would the implications for your department in addressing these broader requirements of Curriculum for Excellence?

15. Session 2Collaborative planning

16. Session 2: Collaborative planningAims • To identify opportunities for interdisciplinary learning.  • To share experiences of collaborative planning between departments.  • To consider the planning implications associated with a whole school theme.

17. Activity 6: Interdisciplinary planning - video Questions • What are the main messages about interdisciplinary learning that arise from this film? • To what extent do you agree or disagree with these views?  • To what extent do you agree that core skills such as literacy and numeracy are the responsibility of all teachers?

18. Activity 6: Summary of key points • Curriculum for Excellence creates opportunities for interdisciplinary learning, cross-curricular working and collaborative planning.  • The challenge for subject departments is to provide rich and cohesive learning experiences for all students. • While some secondary departments are well suited for collaborative working, some of the best interdisciplinary work emerges between subjects that are not naturally cognate.

19. Activity 6: Summary of key points (continued) • Interdisciplinary learning often means departments coming together to plan and deliver a project based on a single unifying theme.  • Interdisciplinary working can range from 2 departments to a whole school project or theme.  • Departments need to explore experiences and outcomes, identifying complimentary areas and areas of overlap or duplication.

20. Activity 6: Summary of key points (continued) • Planning should include not just curricular content, but learning and teaching methodologies and approaches to assessment.  • Interdisciplinary learning provides opportunities for departments to share best practice and learn from colleagues.  • Developing core skills in young people such as literacy and numeracy is the responsibility of all teachers.

21. Activity 7: Secondary schools - videos Questions • What was the nature or context for interdisciplinary learning in this school or project? • How did the school implement this particular project or topic? Which departments were involved? How was it organised? • What were the outcomes of the project?  • What might our school learn from this example of interdisciplinary learning?

22. Activity 8: Interdisciplinary working • The nature of the topic/programme/course  • The departments or subjects involved  • The aims of the collaboration  • The experiences and outcomes covered  • How planning was carried out  • How resources were identified or developed  • Timetabling considerations  • Approaches to learning and teaching  • Approaches to assessment  • The main outcomes  • Advice and recommendations to colleagues

23. Activity 9: A whole school collaboration Working in subject-based or faculty groups, participants should consider how their departments might contribute to a whole school theme based on ‘Scotland’. Participants should be as creative as possible in their thinking. Assume that whole-school means all students will be involved (S1 to S6) and that all departments will be involved.

24. Activity 9: A whole school collaboration • What might my subject or department contribute to ‘Scotland’ in terms of: • curricular content or subject knowledge? • skills and expertise? • resources?

25. Activity 9: A whole school collaboration • Which experiences and outcomes within the new framework relate most closely to this contribution by my subject or department?  • Which approaches to teaching and learning would be most appropriate?  • From a departmental perspective, what kinds of planning and curriculum development issues are likely to be considered in contributing to a whole school theme?