1. Our Curriculum Journey Duloch Primary and Nursery Our Curriculum Journey Duloch Primary and Nursery

2. What needed to change?  Resource driven curriculum  Staff confidence  Lack of continuity  Expectations for pupils  Clear targets and tracking progress  Quality feedback to bring about improvement  Support and challenge

3. Our starting point  Developing a culture of self evaluation  Recognising what ‘good’ or ‘very good’ looked like  Building on current good practice  Developing a collegiate approach  Refreshing rationale and developing programmes and courses  Difficult conversations

4. What did we want to achieve?  Curriculum fit for purpose relevant to our context  Clear rationale and structure  Shared understanding of what we wanted to achieve  Shared understanding of best practice  High expectations  Motivated, engaged learners  Raised attainment and opportunities for achievement

5. How we achieved it  Whole school approaches  Effective transitions  Rigorous, effective self evaluation  Professional dialogue  Staff ownership  Recognising progress and celebrating success  Revisiting and revisiting!

6. Who was involved? Pupils  What did Curriculum for Excellence mean to them?  Involvement in their own learning  Understanding of curriculum  How it impacts on classrooms  Taking responsibility for their own learning  Planning for their own learning

7. Who was involved? Staff  Whole staff workshops / in service  TLC groups  Campus expertise / working together  Leading Learners  Professional Dialogue sessions  Mentor support

8. Who was involved? Parents  Working groups  Consultation  Show case weeks  Learning logs  Questionnaires  Use of multimedia  Workshops

9. Who was involved? Partners – consultation, collaboration and feedback  Cluster  High School  Key Professionals  Community  PLC’s

10. Literacy, Numeracy and Health and Wellbeing  Progressive pathways to support planning  Key focus on learning experiences and contexts for learning  Planning for progression within and across levels  Structured but not prescriptive  Responsibility of all - leadership

11. From there………………..  Evaluating impact  Learner’s experiences  Further curriculum development  Discrete subjects and IDL  Staff knowledge and confidence  Quality Improvement / self evaluation

12. Where are we now?  BGE and quality of curriculum  Totality of the curriculum  Confidence of staff  Assessment framework  Review of curriculum rationale  Revisiting effective pedagogy

13. How has it made a difference? "I feel that I have a better understanding of the progression of my pupils as this is shown clearly in the new planning formats and I am confident that the contexts for learning I plan are supporting development of knowledge and skills for all pupils." Class Teacher

14. How has it made a difference? ‘Our professional dialogue sessions have really developed my thinking around curriculum and I feel we have all contributed to the positive changes that have taken place.’ Class Teacher

15. How has it made a difference? "CfE gives us the freedom to be creative with what we teach whilst still providing us with clear targets to work towards." Class Teacher

16. How has it made a difference? ‘It’s great to hear my child come home and speak enthusiastically about their learning and the different activities that are planned to help them progress.’ Parent

17. How has it made a difference? ‘There is a very clear focus on progression, breadth and continuity in learning. Programmes and courses effectively balance the progressive development of knowledge and skills. This is helping to raise attainment and help staff to focus very clearly on pace and challenge for children.’ Education Scotland

18. Impact  Clear progression and continuity in learning  Raised attainment across the school  Pupils planning their own learning  Pupils motivated to learn through a range of relevant contexts  Pupils speaking confidently about their learning and targets  Deeper understanding of the curriculum and relevant teaching approaches