Transforming lives through learning EVALUATING THE PRIMARY CURRICULUM Sadie Cushley and Alison Drever, Education Scotland

Transforming lives through learning primary school inspection findings Sept 2013-June 2014 unsatis. weak satis.good vg exc inspections carried out

Transforming lives through learning primary school inspection findings key strengths  126 schools: positive attributes of children  81 schools: the impact of the leadership of the headteacher  60 schools: teamwork and commitment of staff to ensure positive experiences/improvements for children  44 schools: aspects of support and care  42 schools: impact of partnerships with parents  41 schools: impact of partnerships with the community, including local businesses  27 schools: children’s learning experiences  18 schools: children’s attainment in literacy and English  15 schools: outdoor learning

Transforming lives through learning primary school inspection findings areas for improvement  93 schools: continue to develop the curriculum  65 schools: need more effective systems for improvement through self-evaluation  51 schools: improve approaches to meeting the learning needs of all children  49 schools: improve approaches to tracking and monitoring children’s progress to ensure they attain as highly as possible  38 schools: improve children’s learning experiences, including opportunities for responsibility and leadership  31 schools: raise attainment (numeracy/mathematics with the most specific mentions)  8 schools: improve partnerships with parents

Transforming lives through learning RIF extracts In your group discuss what you see as features which are making the difference in the evaluations. Any comments or observations to be shared with the wider audience

Transforming lives through learning Staff agree progression in learning across all curricular areas. This helps staff to see the balance of learning over a longer period of time Planning for progression show how children can build knowledge, understanding and skills over time Planning for progression is based on the Es and Os and the design principles

Transforming lives through learning Approaches to monitoring and tracking are well understood and manageable. Assessment planning takes into account progress in significant aspects of learning for each curriculum area. Schools need to monitor and track children’s progress so that that interventions made support and challenge learners. Class teachers have an overview of children’s individual progress supported by carefully selected evidence.

Transforming lives through learning Staff make judgments on a range of evidence that demonstrates how well young people are achieving within a level. The school has effective approaches to moderation. School leaders maintain an overview of children’s progress across the school. The headteacher and staff regularly review and discuss children’s progress. Children have regular conversations about their progress.

Transforming lives through learning The rationale for the curriculum is informed by shared values. Everyone has been involved in developing the rationale and understand what the school is trying to achieve. Everyone involved with the school is able to describe the unique features of the school’s curriculum. Everyone involved with the school is able to talk about the rationale and how it is used to. Staff have a clear understanding of what they want to achieve for young people.

Transforming lives through learning Staff are clear about what IDL is. Staff are clear about the purpose of IDL. IDL is built on a sound understanding of individual subjects and curriculum areas. A whole school overview for IDL is in place to ensure that knowledge and skills build appropriately over time. IDL experiences are designed to ensure appropriate progression for all learners.

Transforming lives through learning Very strong partnerships are formed which help develop the curriculum. Staff professional learning is a high priority. Staff are fully involved and lead curricular developments and fully understand the curriculum. They are outward focussed ensuring the curriculum is aspirational and really meets individual needs and interests.

Transforming lives through learning The toolkit Key features of effective provision (QI 5.1) Overarching section on self-evaluation Questions for your school Case studies, film clips & other resources

Transforming lives through learning Provide a range of progression routes through BGE to meet needs.(2013 ) Can talk confidently about actual and planned IDL and the extent to which they are impacting on outcomes for learners, 2011 Through well planned IDL projects and studies which focus on a selection of Es and Os and support learners making links across learning. 2012

Transforming lives through learning Delivery

Transforming lives through learning Key features of effective provision Staff are clear about what IDL is. Staff are clear about the purpose of IDL. IDL is built on a sound understanding of individual subjects and curriculum areas. A whole school overview for IDL is in place to ensure that knowledge and skills build appropriately over time. IDL experiences are designed to ensure appropriate progression for all learners.

Transforming lives through learning Questions for your school To what extent does your school team have a shared understanding of what IDL is and why it is an important context for learning? How effective is your whole school overview in ensuring children’s knowledge and skills are built appropriately over time? How do you know that IDL is appropriately challenging and has led to deeper knowledge and skills for all children? To what extent does the range of IDL experiences offered help children build on their previous learning.

Transforming lives through learning Ginette Henderson, Lochside Primary School, Dumfries and Galloway (Link to online video)online video

Transforming lives through learning Ellen Turnbull, Our Lady and St Joseph’s Primary School and Nursery, North Lanarkshire (Link to online video)online video