If you don’t know where you are going you’ll end up somewhere else . “

1. If you don’t know where you are going you’ll end up somewhere else . “

2. " Planning fit for the future “. Learning intention: To identify key features of planning for learning which better meets the needs of pupils and staff . 13th November 2008 Alison Kidd Quality Improvement Officer Towards a Curriculum for Excellence

3. My progress with planning for learning for feels like : The Forth Rail Bridge Electric Brae The runway at Edinburgh airport. The Berlin Wall.

4. How good is our planning for learning ? How good can we be? How do we get there?

5. “Curriculum for Excellence’ • Successful learners: • Enthusiasm, determination, open minds • Confident individuals • Self-respect, well-being, values, ambition • Responsible citizens • Respect for others, commitment to participate • Effective contributors • Enterprising, resilient, self-reliant

6. Principles “Curriculum for Excellence’ • Challenge and enjoyment • Breadth • Progression • Depth • Providing individual choice • Coherent • Relevant

7. Learning and learners at the centre.

8. Planning for learning The big picture: HMIe “Improving our curriculum through self evaluation “ www.hmie.gov.uk/documents Page 12 theme 3 Improving achievement: Raising attainment

9. “Curriculum for Excellence’What will this mean for schools? • Learning will take place through planned experiences linking different ‘subject’ areas • Experiences focussed on achieving specific outcomes in terms of knowledge, skills and understanding

10. What’s in it for us?

11. Celebrating success.

12. The school that I’d like “A place where people...learn to reason, learn to understand and above all learn to think for themselves.” Judith, age 13 years in “Teaching Children to Think” by Robert Fisher

13. Interpretation Analysis Inference Explanation Evaluation Self regulation connecting contrasting rehearsing inducing arguing convicing generating analysing capitulating relating composing retracting associating sequencing suggesting sorting imagining comparing intuiting predicting projecting questioning reconciling suspending wondering rejecting hazarding modifying including inventing extending accommodating proving hypothesizing refining improving testing clarifying reflecting judging disrupting cooperating synchronizing harmonizing speculating contradicting assimilating empathizing compromising refuting internalizing abstracting approximating selecting deducing generalizing alluding solving matching probing soliciting soliciting recalling calculating formulating Attributing Comparing Classifying Sequencing Prioritising Drawing conclusions Determing causes & effects Analysing for bias Analysing for assumptions Solving analogies Evaluating Decision making Brainstorming Visualising Personifying Inventing Associating Inferring Generalising Predicting Hypothesising Making analogies Dealing with amabiguity Problem solving Gather & organise Identify Generate Decide Implement Evaluate Communicate Learn from experience Detachment Involvement Deferment Speculation Autonomy of object Unreflective thinker Challenged thinker Beginner thinker Practicing thinker Advanced thinker Master thinker Points of view Purpose of thinking Implications & consequences Assumptions Concepts Interpretation & inference Question at issue Decision making Problem solving Comparing & contrasting Classification Parts–whole relationship Sequencing Uncovering assumptions Generating possibilities Creating metaphors Determining reliability Causal explanation Prediction Generalisation Reasoning by analogy Conditional reasoning Clarity Accuracy Precision Relevance Depth Breadth Logic Significance Fairness Systematic search Precise language Eliminate trial & error Restrain impulsivity Clear visual transport Remembering Imagining what to do next Using sources of info Knowledge Comprehension Application Analysis Synthesis Evaluation

14. Accelerated learning Thinkingskills Assessment is for learning programme (AifL) Teaching for understanding framework Brain based learning Philosophical enquiry Cooperative learning Mapping for learning EFFECTIVE LEARNING EFFECTIVE TEACHING Creative learning Learning to learn Critical skills programme Learning styles/learning preferences Direct interactive teaching Leading and learning the emotionally intelligent/literate way e-learning Formative assessment

15. CEC strategic plan . Learning and teaching Summary 2003 - 2011

16. What is an AifL School? A Place Where Everyone is Learning Together Our pupils and staff help to set their own learning goals Our pupils and staff identify and reflect on their own evidence of learning Our pupils and staff practise self- and peer-assessment ASSESSMENT AS LEARNING Learning and Teaching Curriculum Staff use a range of evidence from day-to-day activities to check on pupils’ progress Our pupils, staff and parents are clear about what is to be learned and what success would be like Using evidence as feedback to inform improvement ASSESSMENT OF LEARNING ASSESSMENT FOR LEARNING Staff talk and work together to share standards in and across schools Our pupils and staff are given timely feedback about the quality of their work and how to make it better Staff use assessment information to monitor their establishment’s provision and progress, and to plan for improvement Our pupils and staff are fully involved in deciding next steps in their learning and identifying who can help Assessment Our classroom assessment involves high quality interactions, based on thoughtful questions, careful listening and reflective responses

17. Sharing learning intentions, discuss success criteria Effective feedback Formative Assessment…Key Ideas • Effective questioning and quality discussion • Peer/self evaluation

18. The review phase and personal learning planning How am I doing? How will I do it ? How do I know? What do I need to do next? Process NOT Product!

19. HMIe The big ten classroom factors? • having a positive attitude • the development of a pleasant social / psychological climate in the classroom • having high expectations of what pupils can achieve • lesson clarity • effective time management • strong lesson structuring • the use of a variety of teaching methods • using and incorporating pupils’ ideas • using appropriate and varied questioning[Reynolds]

20. PLANNING FOR LEARNING skills development learners’ experiences context for learning learning outcomes steps to success prior learning next steps assessment is for learning

21. DRAFT PLANNING FOR THE FUTURE The purpose of all plans is to provide high quality learning experiences which develop the capacities for successful learners, confident individuals, responsible citizens, effective contributors. STAGE (This will be Early, First, Second, Third, Fourth, Senior) Curricular area (eg Health and well being, Languages, Maths, Sciences, Social Studies, Expressive Arts, Technologies, Religious and Moral Education)

23. For reflection….. What’s at the top of your mind? What squares with your thinking? What’s going round in your head?

24. Interdisciplinary projects and studies …. . Curriculum for chaos ?....., Brian , Edinburgh

25. Links to CfE Experiences and Outcomes Or Context for learning Big Question

26. Why do conflicts arise, how do they develop and how are they resolved? Successful Learners with: Enthusiasm and motivation for learning Determination to reach high standards of achievement Openness to new thinking and ideas and able to: Use literacy, communication and numeracy skills Use technology for learning Think creatively and independently Learn independently and as part of a group Make reasoned evaluations Link and apply different kinds of learning in new situations How do conflicts affect communities? Big Questions Big Questions Why is it important to remember? Confident Individuals with: self-respect a sense of physical, mental and emotional well-being secure values and beliefs ambition and able to: relate to others and manage themselves pursue a healthy and active lifestyle be self-aware develop and communicate their own beliefs and view of the World live as independently as they can assess risk and make informed decisions achieve success in different areas of activity Context for Learning • Responsible Citizens • with: • respect for others • commitment to participate responsibly in • political, economic, social and cultural life • and able to: • develop knowledge and understanding of the • World and Scotland’s place in it • understand different beliefs and cultures • make informed choices and decisions • evaluate environmental, scientific and • technological issues • develop informed, ethical views of complex issues How can we support Poppy Scotland? What is the significance of the poppy? Effective Contributors with: an enterprising attitude resilience self-reliance and able to: communicate in different ways and in different settings work in partnership and in teams take the initiative and lead apply critical thinking in new contexts create and develop solve problems Big Questions Big Questions

27. Links to CfE Experiences and Outcomes Drummond cluster Celebrating Burns .

28. DRAFT PLANNING FOR THE FUTURE The purpose of all plans is to provide high quality learning experiences which develop the capacities for successful learners, confident individuals, responsible citizens, effective contributors. STAGE (This will be Early, First, Second, Third, Fourth, Senior) Curricular area (eg Health and well being, Languages, Maths, Sciences, Social Studies, Expressive Arts, Technologies, Religious and Moral Education)

30. Weakness ? Strength ? • Opportunity ? • Pupils are more involved in the planning for learning . • Planning is collaborative and shared electronically . Threat ?

32. Reporting for learning

33. Only those who will risk going too far can possibly find out how far one can go T S Eliot

34. Next Steps ?