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Testing the framework The National and Local Picture 1 st April 2009

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

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Testing the framework The National and Local Picture 1 st April 2009

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  1. Testing the frameworkThe National and Local Picture1st April2009 Peter Eavers Learning and Teaching Scotland Jayne Glover HT, Kingswells PS

  2. 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

  3. The curriculum: all that we plan for children and young people’s learning – across 4 contexts Values Wisdom, justice, Compassion, integrity Effective teaching and active, sustained learning Building the curriculum 6 Entitlements Including broad general education; Senior phase; Skills for learning, for life and for work Experiences and outcomes 8 curriculum areas 7 Principles for planning Challenge and enjoyment Breadth Progression Depth Personalisation and choice Coherence Relevance Support for learning through choices and changes into positive and sustained destinations Assessment, qualifications Self-evaluation and Accountability, Professional development aligned with purposes

  4. 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.

  5. TTF events

  6. 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?

  7. Workshop Tasks early 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

  8. A Curriculum Framework for Trinity Primary – designed to meet the needs of all learners Healthy Respect • for self, for others and for the environment • Citizenship • ECO work • Behaviour Policy Healthy Mind Teaching & Learning - The What and the How • subject areas • principles of curriculum design • learning syyles Persoanl Safety programme Bounce Back - resilience strategies Incorporating anti bullying Healthy Body Hungry for success Tuck shop Cycling Programme JRSOs Sex education Drugs education Nutrition

  9. Stoneyhill Primary School Curriculum Map

  10. 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

  11. 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

  12. 21st Century Curriculum Design Building blocks based around - • Reconfigurations around Grouping Learnersdeveloping more flexible and permeable approaches to age and stage • Reconfigurations around Time as a flexible resourceSchool day, terms and year Flexible time schedules To assist in full exploiting the 4 contexts for learning • Reconfigurations around distributing leadershipFaculties 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 • Complementaritycombinations of reconfigurations

  13. Kingswells School Curriculum Map Totality of the Curriculum Personalisation & Choice Literacy, Numeracy, Health & Wellbeing Developing Collaborative Learning Teams

  14. Pupil contributions & responsibilities Inclusive. Equality, Care & welfare Eco Group Pupil Council SNAG Group Parental involvement Consistency, continuity, consultation. Ethos & life of the school. Pupil Enterprise Initiatives House system Community Links School values Challenge & enjoyment. Personalisation & choice. Breadth Progression. Depth. Relevance Learner GIRFEC Make a Difference Group-Challenges Opportunities for personal achievement Curriculum areas & subjects School community ICT Active Sports Business links Arts Education Performing Arts Visits Residential Experiences Experiences & skills Literacy. Numeracy. Life. Technological. Research. Scientific. Thinking. Expressive, Creative, Aesthetic. Interdisciplinary learning Curricular areas Expressive arts Lang. & Literacy Health & wellbeing Maths & Numeracy RME Sciences Technologies Wider community through Scotland-culture, traditions Links with other countries

  15. Complementary Subject Areas RME Global Ed. Culture Drama, Art & Design, Music Creativity Citizenship Literacy Maths & Numeracy Health & Wellbeing Languages Financial Ed. P.E Enterprise Eco Social Subjects Sciences Technology

  16. 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

  17. Life Skills…

  18. Inter-stage/ Inter-class Whole school Challenges Ethos Personalisation & Choice Challenge & Enjoyment Personal Achievement Skills progression Interdisci-plinary Single subject Inter-agency Business Community Wider community links/visits AifL Strategies Moderation

  19. 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?

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