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Curriculum Design Day 1

Curriculum Design Day 1. 11 th -14 th November 2013 Inveraray Conference Centre. Aims of the day. To share progress on your curriculum plans, identify priorities for action and identify any support required, by: Talking Arguing Debating Thinking deeply Tearing apart

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Curriculum Design Day 1

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  1. Curriculum Design Day 1 11th -14th November 2013 Inveraray Conference Centre

  2. Aims of the day To share progress on your curriculum plans, identify priorities for action and identify any support required, by: • Talking • Arguing • Debating • Thinking deeply • Tearing apart • Putting back together again • Gnashing teeth • Wailing • Groaning • And being open, honest and positive

  3. The three ‘W’ questions • What are we doing? • Why are we doing it? • Where is taking our children in their learning?

  4. Moving forward . . .The three ‘H’ questions • How are we doing? • How do we know? • How are we going to improve?

  5. The Curriculum “The totality of learning experiences, irrespective of where the learning takes place.”

  6. Curriculum areas and subjects • Interdisciplinary learning • Ethos and life of the school/establishment • Opportunities for personal achievement • Literacy and numeracy across learning • Health and wellbeing across learning • Skills for learning, life and work • The assessment process • Recording, reporting and profiling • Sustainability (cross-cutting) • Vision, values and aims • ICT (cross-cutting) • Enterprise (cross-cutting) • Leadership for learning 3 – adult • Partnerships for learning • Creativity (cross-cutting) • Personal support for learning • And more . . .

  7. A curriculum ‘taxonomy’ • 1 PROVISION • 2 PLANNED PROVISION/APPROACH • 3 PLANNING INCLUDES PARTNERS • 4 PLANNING SUPPORTS CHALLENGE/PROGRESSION • 5 APPROACH LEADS TO EVIDENCE OF LEARNING • 6 LEARNER ENGAGEMENT IN DISCUSSING ‘IN-HOUSE’ PROGRESS AND ACHIEVEMENT • 7 ACHIEVEMENT ACROSS SETTINGS INFORMS LEARNER DISCUSSIONS • 8 LEARNER AWARENESS OF THEMSELVES AS LEARNERS (ACROSS SETTINGS)

  8. Children and young people are entitled to: • a curriculum which is coherent and continuous from 3 to 18. • a broad general education, based on the experiences and outcomes and planned across all the curriculum areas, from early years through to S3. • opportunities for developing skills for learning, skills for life and skills for work. • continuous focus on literacy, numeracy and health and wellbeing. • universal and targeted support to enable them to gain as much as possible from the opportunities which Curriculum for Excellence can provide. • support in moving into positive and sustained destinations beyond school.

  9. Thinking about curriculumNational ExpectationsAugust 2013

  10. Reflect on your curriculum. How do you know how effective it is? What do you need to ask of yourself and of your staff? AIM

  11. “We need a curriculum which will enable young people to understand the world they are living in, reach the highest levels possible of achievement, and equip them for work and learning throughout their lives.”Curriculum for Excellence 2007

  12. The classroom of the future should not be limited to a classroom at all – an ‘excellent’ curriculum would go beyond the traditional boundaries and offer real-world learning experiences… Successful Learners Confident Individuals Responsible Citizens Effective Contributors

  13. “..It is easier to relocate a cemetery than change the school curriculum…” US President Woodrow Wilson 1914 “Developing the curriculum is everybody’s job” “Improving Our Curriculum Through SelfEvaluation” HMIe

  14. 1908

  15. 2013

  16. Turn to your elbow partner and see how many attributes you can list. Vital attributes

  17. What are the vital attributes for their futures ? Opening up the future :

  18. Building from stage to stage, we are confident that children are growing their attributes of: enthusiasm and motivation for learning,determination to reach high standards, openness to new thinking and ideas,self-respect,sense of physical, mental and emotional well being, secure values and beliefs, ambition,respect for others,commitment to participate responsibly in political, economic, social and cultural life, enterprising attitudes, resilience,and self-reliance

  19. Capabilities • Turn to your elbow partner and see how many capabilities you can list.

  20. What are the vital capabilities for their futures ? Opening up the future :

  21. Building from stage to stage, we are confident that children are growing their capabilities of: literacy, communication, numeracy, technology, creative and independent thinking, learning independently and in groups, reasoning,linking and applying learning,relating to others, managing themselves, pursuing a healthy and active lifestyle, self-awareness, developing own beliefs and view of the world,living as independently as they can, assessing risk and making informed decisions, achieving success in different areas, developing knowledge and understanding of the world and Scotland’s place in it,understanding different beliefs and cultures, making informed choices and decisions, evaluating environmental, scientific and technological issues, developing informed, ethical views of complex issues, communicating in different ways and in different settings,working in partnership and in teams,taking the initiative and leading,applying critical thinking and new contexts, creating and developing, solving problems.

  22. Principles of Curriculum Design

  23. Whole Curriculum

  24. Higher order thinking skills

  25. A joined-up approach to learning, teaching and assessment Learning and teaching Curriculum Assessment

  26. Breadth, Challenge, Application What does breadth, challenge and application in learning look like?

  27. Breadth What does progress look like? Increasing number of Es and Os Increasingly detailed descriptions and explanations Literacy: Increasing range of texts Numeracy: Increasing range of skills and concepts Expressive Arts:Increasing skill and confidence in presentations and performances The Sciences: Wider range of scientific language, formulae and equations

  28. Challenge What does progress look like? Increasing independence Developing HOTS Numeracy: Solving problems in unfamiliar contexts, responding accurately and confidently to more complex contexts Literacy: Increasing complexity of of texts: length, structure, vocabulary, ideas, concepts Expressive Arts:Increasingly complex pieces of work, evaluating own and others’ work The Sciences: Increasingly complex scientific concepts, range of variables, complex information

  29. Application What does progress look like? Applying skills and knowledge to different situations Finding, selecting, sorting, linking information from variety of sources Creating texts to persuade, argue, explore ideas Applying and using skills and knowledge creatively Recording and presenting thinking in different ways Presenting, analysing and interpreting evidence to draw conclusions

  30. ‘I’ve never yet found a written test of any sort that can begin to tell an examiner who a child is. If we could devise a system that encourages children to understand themselves and their worth, to recognise their responsibility to the world and all who dwell in it, then we will do them a better service than grading them on the basis of their ability to remember facts and figures.’ Rabbi Pete Tobias

  31. Do you know? • Discuss and what might you do with your staff to enable you to make these confidence statements.

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