Building Our Curriculum Louise Turnbull Head Teacher Livingston Village Primary School All for the children, for all of the children!

Building Our Curriculum Totality of the Curriculum Strategic Improvement Collegiate Learning Evidence based Self-Evaluation Flexible, progressive curricular pathways Quality improvement Processes

Totality of the Curriculum ‘..totality of learning experiences irrespective of where learning takes place.’ Year plan to support planning of learning across the 4 aspects Interdisciplinary learning Curriculum areas and subjects Personal achievement Ethos and life of the school Staff working together to agree key features of effective planning Long term Medium term Short term Totality 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 systems Medium term planning meetings between class teacher and member of senior leadership team.

Strategic Improvement Developing learning and teaching pedagogy in tandem with the curriculum Improving writing alongside formative assessment Improving mathematics and numeracy alongside active learning approaches Improving reading alongside target setting and Higher Order Thinking Skills for life, work and learning alongside transferring learning and parental involvement m ‘..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-evaluation Monitoring progress regularly Develop practice then create policy High Level 3 year Curriculum Plan Cloud 10 planer Developed with all staff ‘…curriculum as experienced by learners.’

Professional Dialogue which supports and challenges learning Good practice discussions Collaborative enquiry Developing shared understanding of curricular development and learning and teaching pedagogy. Identifying key features of effective learning Distributive 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 Learning Evaluating impact of work Sharing practice Professional Dialogue which supports and challenges learning Assessment and moderation within and across cluster Shared professional reading Professional Learning Communities CPD focussed on delivering priorities

Evidence based Self-Evaluation Individual self-evaluation Daily reflections as part of short term planning Individual self-evaluation and target setting linked to SIP priorities Strategic evaluation of impact of medium term plan. Preparation for PRD ‘…monitor and evaluate impact and outcomes or changes…’ IMPACT ON LEARNING What 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-evaluation Regular review of IMPACT of SIP priorities on pupil learning Development of shared vision and values and next steps 3 year plan Audit against QIs VSE Involvement of pupils, parents, staff and partnerships Questionnaires Focus groups Pupil Council/Parent Council Regular dialogue

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 setting Flexible 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 Education Ensure progression with a level as well as across a line of development.

Quality improvement Processes Balance of support and challenge Professional dialogue and reflection on learning Individual feedback on planning, practice and curriculum Developing shared understanding of high quality learning and teaching – staff generation of criteria Quality improvement Processes Monitoring 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 learning Evaluating pupil learning – focus groups and discussion of work/ learning/targets Collective feedback of whole school strengths and areas for development.

Building Our Curriculum Totality of the Curriculum Strategic Improvement Collegiate Learning Evidence based Self-Evaluation Flexible, progressive curricular pathways Quality improvement Processes