Presentation on theme: "Testing the framework The National and Local Picture 1 st April 2009 Peter Eavers Learning and Teaching Scotland Jayne Glover HT, Kingswells PS."— Presentation transcript:
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 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
Building the curriculum The curriculum: all that we plan for children and young peoples learning – across 4 contexts 7 Principles for planning Challenge and enjoyment Breadth Progression Depth Personalisation and choice Coherence Relevance Experiences and outcomes 8 curriculum areas 6 Entitlements Including broad general education; Senior phase; Skills for learning, for life and for work Values Wisdom, justice, Compassion, integrity Values Wisdom, justice, Compassion, integrity Effective teaching and active, sustained learning Effective teaching and active, sustained learning Support for learning through choices and changes into positive and sustained destinations Support for learning through choices and changes into positive and sustained destinations Assessment, qualifications Self-evaluation and Accountability, Professional development aligned with purposes Assessment, qualifications Self-evaluation and Accountability, Professional development aligned with purposes
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.
TTF events TTF eventInitial daysRecall days TTF1 Secondary7&8 October 200826&27 November 2008 TTF2 Secondary19&20 January 20094&5 March 2009 TTF3 Early years/Primary 27&28 January 200911 March 2009 TTF4 Special schools / ASN 3&4 February 200923 March 2009
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?
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
Confident Individual CompassionJusticeResponsible Citizen Successful Learner WisdomIntegrityEffective Contributor Healthy Body Hungry for success Tuck shop Cycling Programme JRSOs Sex education Drugs education Nutrition 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 Respect - for self, for others and for the environment - Citizenship - ECO work - Behaviour Policy A Curriculum Framework for Trinity Primary – designed to meet the needs of all learners
Stoneyhill Primary School Curriculum Map MondayTuesdayWednesdayThursdayFriday Subject Areas - English/Maths Subject Areas - English/Maths PE Subject Areas - English/Maths Subject Areas - English/Maths Interdisciplinary Learning Experiences Personal Achievements Literacy, Numeracy, Health & Wellbeing INTERVAL Subject Area plus Music Interdisciplinary Learning Experiences Subject Area plus ICT Interdisciplinary Learning Experiences Whole School Assembly Personal Achievements Literacy, Numeracy, Health & Wellbeing LUNCH Interdisciplinary Learning Experiences Subject Areas (to be decided by teacher) Interdisciplinary Learning Experiences Subject Areas (to be decided by teacher) plus PE We operate within a 7 x 45 minute period structure Monday to Thursday and a 4 x 45 minute period structure on a Friday. Literacy, Numeracy, Health & Wellbeing
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
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 childrens views
21 st Century Curriculum Design Reconfigurations around Grouping Learners developing more flexible and permeable approaches to age and stage Reconfigurations around Time as a flexible resource School day, terms and year Flexible time schedules To assist in full exploiting the 4 contexts for learning Reconfigurations around distributing leadership Faculties 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 Complementarity combinations of reconfigurations Building blocks based around -
Kingswells School Curriculum Map Totality of the Curriculum Developing Collaborative Learning Teams Personalisation & Choice Literacy, Numeracy, Health & Wellbeing
Pupil Enterprise Initiatives Make a Difference Group- Challenges Opportunities for personal achievement Pupil Council Eco Group SNAG Group Active Sports Business links Arts Education Performing Arts Visits Residential Experiences Community Links Wider community Links with other countries Scotland- culture, traditions School values Parental involvement GIRFEC Inclusive. Equality, Care & welfare House system Pupil contributions & responsibilities Consistency, continuity, consultation. Challenge & enjoyment. Personalisation & choice. Breadth Progression. Depth. Relevance Ethos & life of the school. Curriculum areas & subjects Interdisciplinary learning ICT Experiences & skills Literacy. Numeracy. Life. Technological. Research. Scientific. Thinking. Expressive, Creative, Aesthetic. Curricular areas Expressive arts Lang. & Literacy Health & wellbeing Maths & Numeracy RME Sciences Technologies through School community Learner
Complementary Subject Areas Health & Wellbeing Literacy Maths & Numeracy RME Sciences Technology Social Subjects Eco Enterprise Financial Ed. Global Ed.Culture Drama, Art & Design, Music Creativity P.E Citizenship Languages
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
Life Skills… LiteracyNumeracyPersonal Care CitizenshipRecreation/ vocational ReadingTimeSocialValuesSport WritingMoneyEmotionalResponsibilityArt & Music ListeningMeasurementPhysicalDecision makingTravel SpeakingFinancePersonal safetyCultural awareness ICT skills HygieneICT SkillsICT skills Map readingTimetablesSHAREGlobal educationVocational Exp. NutritionEcoWoodwork Cooking skillsEnterpriseOil Industry Environments
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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