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Curriculum for Excellence Curriculum Design Principles

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Presentation on theme: "Curriculum for Excellence Curriculum Design Principles"— Presentation transcript:

1 Curriculum for Excellence Curriculum Design Principles
Wallacestone Primary

2 Develops a common vision between children, parents and staff
School Handbook Parents’ forums / workshops HT coffee mornings / afternoon teas Parents on all SIP working groups Open afternoons Newsletters Child initiated work Home projects AifL strategies: WALT; WILF Parents attending assemblies Soft start in primaries one and two Sharing targets

3 Develops a common vision between children, parents and staff (2)
Parents’ Council / PAWS Pupil Council, ECO Group, SNAG etc Homelink books / Chatterbox in nursery 2 stars and a wish after events questionnaires Traffic lights Parents’ evenings Parent Helpers Open door policy

4 Works together with parents to improve learning
TAT’s, Learning Logs, Self Assessment jotters Questionnaires Open Afternoons Parents’ nights HT coffee mornings / afternoon teas Open forums / workshops Parent Council Parent Helpers Suggestion Box World of Work week Reports to parents

5 Works together with parents to improve learning (2)
Open door policy Jotters home regularly Maths bags in nursery Reading and homework Parents on SIP working groups 2 stars and a wish Lending libraries Assemblies – parents attending Parents visits to nursery Primary 1 book bags Nursery curriculum focus newsletter School newsletters

6 Works together with parents to improve learning (3)
Nursery profiles School website “Worries” box IEP review meetings PAWS – fund raising for educational resources Enterprise activities Personal projects Teachers’ phone calls and letters home

7 Works in partnership with other agencies and its community
Parent experts Focus weeks: world of work, health, international, eco Council personnel with expertise used SEN expertise – psychology service, SALT’s, OT’s, dental health service, school nurse and doctor, community police, Harvest distribution

8 Works in partnership with other agencies and its community (2)
Active Schools’ Co-ordinator Falkirk Herald Chaplain / People’s Puppets / churches in the community PAWS Top Sport Charities / fund raising Playgroups Community visitors / specialists / skills Library Services Polmont Library Forth Valley College

9 Works in partnership with other agencies and its community (3)
Social work EYO students and teaching students People on work experience Probationer support I.L.C. International visitors School trips out Visitors in Falkirk Football Club

10 Promotes well being and respect
Healthy eating promoted School lunches Travelling tuck Nursery snack Nursery outdoor play Nursery top sport / tennis, golf Nursery fruit to take home Nursery toothbrush programme Health week School nurse

11 Promotes well being and respect (2)
School Values promoted including “value assemblies” Staff HWL 2nd level ILC health day Pupil council / ECO group SNAG Mini topics School rules Community dietician PSD / Circle Time Nursery Golden Tree PE / Sports Day Extra curricular clubs

12 Promotes well being and respect (3)
Infant fruit 3 days a week Prefect responsibilities Peer mediators / play leaders / buddies House points Citizenship Golden rules Charity work Harvest Enterprise Collaborative learning opportunities Critical skills programme /thinking hats

13 Promotes well being and respect (4)
Circle time International education / Angus Stories Class helpers Tidy up time

14 Develops a culture of ambition and achievement
Enterprise Galaxy of stars Success assemblies Good work Smart board Maths challenge Star writer Photograph/picture in “Special Book” ICT in the curriculum display boards News wall Photographs Extra curricular clubs leading to entry to competitions

15 Promotes well being and respect (2)
Culture of praising children Distributed leadership for staff and children Golden tree in nursery Chatterbox in nursery Story-telling festival Inter-school competitions Entry to national and local competitions House points Display of pictures / work

16 Promotes well being and respect (3)
School website Class blogs Eco school with two green flags Pupil council Classroom awards Fruity Friday Target setting Formative assessment World of work week Poetry / Burns’ competition Prize Giving / Awards Assembly Leavers’ Assembly

17 Promotes well being and respect (4)
General discussions working with parents Staff development and review

18 Challenge and enjoyment
Concert / performances Range of interesting activities Enterprise Soft start AifL: self and peer assessment Positive and support environment 7 up challenge Clear targets New outdoor classroom Differentiation Extend activities relevant to each child

19 Challenge and enjoyment (2)
Critical skills challenges Thinking Hats High expectations Culture of risk taking Encouragement from staff Earned rewards Visitors to school Mixing with peers and different social groups Focus groups

20 Challenge and enjoyment (3)
Planning with children Active learning – ICT / value of play etc Christmas parties Golden time Formative and summative assessment Sports day Extra curricular clubs House awards Maths challenge

21 breadth Plan for 8 areas of CfE Evaluation Range of resources
Cross curricular links Observations Assessments Child initiated / adult initiated learning Focus weeks – use different approaches and methods Outside agencies Link to the community

22 Breadth (2) Transition records – playgroups, nurseries, secondary
Use of ICT (across curriculum) Parental support (homework) Extra curricular club Trips out / visitors in

23 Coherence Teamwork Well planned / cross curricular lessons
Shared learning intentions / also the “why” – relevance to children Building on previous knowledge Appropriate homework – share with parents Next steps and evaluations Whole school planning Share views and ideas

24 Coherence (2) Everyone “singing from same hymn sheet”
Staff share views and ideas Transitions from each stage Links with support for learning Using the “shared area” to share resources Induction for new staff Planning with stage partners

25 Personalisation and choice
Target setting Child led learning Critical skills programme learning Independent learning Individual learning styles Extra curricular activities New homework style Early years learning profiles Soft start Active learning

26 Personalisation and choice (2)
TAT’s, Learning Logs and Self Assessment jotters Free play Differentiation Personal research topics Prefect duties Topic planning Peer mediators Buddies Play leaders

27 Personalisation and choice (3)
IEPs Use of free time Choice of order of work Pupil council School captains / ambassadors House captains Class reps on various pupil committees

28 Depth Cross curricular / multi-disciplinary working – linking learning
Planning / mind mapping with pupils – flexible planning Take children’s ideas and explore further Approaches to learning e.g. active learning Staff life skills and experiences Use of resources Hands on experience

29 Depth (2) Staff training courses put to good use Trips / visitors etc
Individual research Re-visit learning / plenary Nursery planning Focus weeks Sharing good practice Sharing with parents and carers Scaffolding Very good pedagogy Thinking Hats

30 Relevance Relating to real life contexts Age and stage appropriate
Differentiation Awareness of lifestyle issues Making links / clarifying connections between the past, now and the future Child initiated learning / planning topics together Critical skills programme challenges Thinking hats Finding out prior learning

31 Relevance (2) Parental feedback / contribution World of work
Link to the community / local and wider/national Focus weeks: international, eco, world of work ICT and other media resources Homecoming week – Scottish links Listing children’s interests for creative planning

32 Progression Planning – outcomes – next steps – plenary
Nursery – focus children Evaluation (pupil and teacher) Differentiation ensuring pace and challenge Transition records and visits National testing results Curriculum for Excellence / 5-14 guidelines Baseline / end of P 1 assessment

33 Progression (2) Self progression through target setting
TATs / self assessment / learning logs Self/peer assessment / teacher assessment Reporting and recording Good use made of IEP’s and Group EP’s Assessment is for Learning / formative assessment

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