Presentation on theme: "Building Our Curriculum"— Presentation transcript:
1 Building Our Curriculum Louise TurnbullHead TeacherLivingston Village Primary SchoolAll for the children, for all of the children!
2 Building Our Curriculum Totality of the CurriculumStrategic ImprovementCollegiate LearningEvidence based Self-EvaluationFlexible, progressive curricular pathwaysQuality improvement Processes
3 Totality of the Curriculum ‘..totality of learning experiences irrespective of where learning takes place.’Year plan to support planning of learning across the 4 aspectsInterdisciplinary learningCurriculum areas and subjectsPersonal achievementEthos and life of the schoolStaff working together to agree key features of effective planningLong termMedium termShort termTotality of the Curriculum‘high priority given to the development of H&W across the 4 aspects of learning.’‘..ensure coherence and progression in learning with well planned, joined up learning across the 4 aspects..’Monitoring and tracking Experiences and Outcomes to ensure breadth and depth of learning and entitlement to Broad General Education.BGE tracking systemsMedium term planning meetings between class teacher and member of senior leadership team.
4 Strategic Improvement Developing learning and teaching pedagogy in tandem with the curriculumImproving writing alongside formative assessmentImproving mathematics and numeracy alongside active learning approachesImproving reading alongside target setting and Higher Order ThinkingSkills for life, work and learning alongside transferring learning and parental involvementm‘..curriculum to be dynamic, reflect innovation and be flexible to meet the needs and interests of children.’Strategic Improvement‘..clear rationale based on shared values, learners’ entitlements and develops the 4 capacities.’Improvements based on robust self-evaluationMonitoring progress regularlyDevelop practice then create policyHigh Level 3 year Curriculum PlanCloud 10 planerDeveloped with all staff‘…curriculum as experienced by learners.’
5 Professional Dialogue which supports and challenges learning Good practice discussionsCollaborative enquiryDeveloping shared understanding of curricular development and learning and teaching pedagogy.Identifying key features of effective learningDistributive Leadership‘..planned opportunities to collaborate across schools…’‘Staff engage regularly in dialogue about the impact of curriculum developments on improvements to learning and teaching..’Collegiate LearningEvaluating impact of workSharing practiceProfessional Dialogue which supports and challenges learningAssessment and moderation within and across clusterShared professional readingProfessional Learning CommunitiesCPD focussed on delivering priorities
6 Evidence based Self-Evaluation Individual self-evaluationDaily reflections as part of short term planningIndividual self-evaluation and target setting linked to SIP prioritiesStrategic evaluation of impact of medium term plan.Preparation for PRD‘…monitor and evaluate impact and outcomes or changes…’IMPACT ON LEARNINGWhat impact have we had?How do we know?Evidence based Self-Evaluation‘…robust and rigorous self-evaluation gives high priority to the quality of learning and teaching…’‘…clearly identify benefits to learners of planned curriculum change…’Collective self-evaluationRegular review of IMPACT of SIP priorities on pupil learningDevelopment of shared vision and values and next steps3 year planAudit against QIsVSEInvolvement of pupils, parents, staff and partnershipsQuestionnairesFocus groupsPupil Council/Parent CouncilRegular dialogue
7 Flexible, progressive curricular pathways Clear Rationale based on shared vision and values, principles and practices papers and design principles.Skills based to enable children to develop and build on existing skills, learn new skills and apply these into new contexts.Develop planning formats to support thinking, target settingFlexible to enable children to progress learning at different rates – non-linear.Flexible, progressive curricular pathways‘…a range of progression routes to meet needs allowing pupils to progress at different rates…’‘’‘..greater emphasis on planning for progression, coherence and improving curricular transitions.’Monitoring and tracking progress with and across E&Os‘..enable flexibility in determining content to provide stimulating, challenging, relevant and enjoyable experiences.’Support planning to ensure children are receiving their entitlements and Broad General EducationEnsure progression with a level as well as across a line of development.
8 Quality improvement Processes Balance of support and challengeProfessional dialogue and reflection on learningIndividual feedback on planning, practice and curriculumDeveloping shared understanding of high quality learning and teaching – staff generation of criteriaQuality improvement ProcessesMonitoring and tracking attainment and achievement‘Staff develop and refresh the curriculum on a regular basis..’‘…raise standards of attainment and achievement…’Focus on IMPACT on pupil learningEvaluating pupil learning – focus groups and discussion of work/ learning/targetsCollective feedback of whole school strengths and areas for development.
9 Building Our Curriculum Totality of the CurriculumStrategic ImprovementCollegiate LearningEvidence based Self-EvaluationFlexible, progressive curricular pathwaysQuality improvement Processes