1. Building the Curriculum 3
A Framework for Learning and Teaching

2. What is different this time....?
International evidence –what produces transformational and sustained change?
Engagement/autonomy/ownership/grass-roots
Three pillars- curriculum, pedagogy, assessment
Education recognised as key driver

3. What is different? Recognition of the profession’s importance
New relationship Scottish Gov/LAs
Definition of curriculum
Not assessment driven
Alan McLean’s –AGENCY, AFFILIATION, AUTONOMY

4. Cabinet Secretary
“importance of reforms coming from schools and teachers”
“dispersed leadership”
“confident individuals as leaders”
“Leaders giving greater National leadership”
“HTs taking the lead and using the opportunities”
“collegiate environments”
“staff need the freedom to...”

5. HMIe –Graham Donaldson
More space for imaginative teaching
wider achievement
Avoid academic/ vocational divide
Basic skills for ALL (lit, num, HWB, skills for learning life and work
Improve leadership at all levels
Not ‘back to the future’!
Not..’someone will stop me’

6. opportunities /issues
PEDAGOGY
Successful learners adapt, transfer, make connections, are flexible, good communicators, have good IT and interpersonal skills
Greater emphasis on the process of learning as opposed to content –teaching must support the systematic development of these skills
Personal achievement as well as collaborative success
There is no one simple pedagogy that fits every lesson, suits every student, class, schoolmphasis on the p

7. Learning and teaching
“The quality of learning and teaching in every classroom...will be critical to achieving our aspirations for all young people”
How do we ensure that approaches to L&T place enough emphasis on active, enterprising learning and develop higher order cognitive skills?

8. Interdisciplinary learning
Not topic webs
Short projects/longer courses/theme events
Potential for involving partners
Cross sectoral work
Opportunities for mixed stage learning

9. transitions More than a pastoral transition
Capturing the ‘whole child’
Teachers having sound knowledge and understanding of each others’ “worlds”-the learning environments which learners have worked in

10. Wider achievement
Creating opportunities within the classroom for development of wider range of skills
Other opportunities e.g. extra –curricular /community
Importance of young person’s ownership –develop Personal Learning Planning
Importance of PROCESS

11. leadership
What in our present structures militates against the ‘autonomous professional’?
How can we give more autonomy to our staff and empower them to be more creative and have the confidence to take considered risks?
More autonomy and less ‘compliance’ –what are the implications for quality assurance?

12. Assessment Assessment for learning Assessment as learning
Assessment of learning
Learner developing reflective /self evaluation skills –ownership/responsibility
Assess what we value –wider range of skills

13. What’s ahead ? Building the curriculum 4 –assessment
Development of skills
Work stream on structures –esp S1-S3
Recognising achievement
Case studies and exemplification