1. Planning (secondary version)

2. Session 1 Assessing the framework

3. Session 1: Assessing the framework Aims
To identify relevant experiences and outcomes within the new curricular framework. 
To identify changes from previous curricula. 
To consider possible subject-based programmes under Curriculum for Excellence.

4. Activity 3: Identifying experiences and outcomes
Task A: Reviewing a current aspect of the curriculum Select an aspect of work currently carried out in S1, S2 or S3. This might be, for example, a topic, programme of work, or short course in your subject area. Review this aspect against some of the key principles of CfE curriculum design.

5. Activity 3: Identifying experiences and outcomes Task A: Discussion questions
What was the original rationale for this curricular insert in S1-3?
What aspects of the previous curricular programme (presumably 5-14) did it cover?
To what extent does it provide challenge and enjoyment for learners? 
To what extent does it provide progression in student’s learning?
To what extent is the curricular content still current and relevant?

6. Activity 3: Identifying experiences and outcomes Task A: Discussion questions
To what extent does it provide opportunities for personalisation and choice? 
To what extent have the approaches to learning and teaching changed?

7. Activity 3: Identifying experiences and outcomes
Task B: Reviewing experiences and outcomes Review this same topic, programme of work, or short course within the Curriculum for Excellence framework. From the various Experiences and Outcomes documents, identify those experiences and outcomes which apply to this particular aspect of your curriculum.

8. Activity 3: Identifying experiences and outcomes Task B: Discussion questions
Which experiences and outcomes within the new framework would be relevant to this current topic/programme/course? 
Are these experiences and outcomes from one curricular area, or is the range cross-curricular (ie, encompassing more of the 8 CfE areas)?
To what extent do these experiences and outcomes map to your existing curricular arrangements? What are the main differences or similarities?

9. Activity 3: Identifying experiences and outcomes Task B: Discussion questions (continued)
In what ways does the new framework present opportunities for changing or developing this aspect of your curriculum?
Can you identify opportunities for interdisciplinary work with other departments?  
What changes might be required to learning and teaching, or resources?
How might the nature of your curricular planning change in the light of these developments?

10. Activity 3: Identifying experiences and outcomes
Task C: Identifying opportunities From the various Experiences and Outcomes documents, identify experiences and outcomes which offer new curricular opportunities for your department.

11. Activity 3: Identifying experiences and outcomes Task C: Discussion questions
Which experiences and outcomes create new opportunities for your S1-3 curriculum? 
Are these experiences and outcomes restricted to one curricular area, or is the range cross-curricular (ie, encompassing more than one of the 8 Curriculum for Excellence areas)?  
What aspects of curricular content would be new to your S1-3 curriculum?

12. Activity 3: Identifying experiences and outcomes Task C: Discussion questions (continued)
What new approaches to learning and teaching might be considered? 
What opportunities might there be for collaboration or interdisciplinary work with other departments?
What would be the implications for your department in introducing these changes?

13. Activity 3: Identifying experiences and outcomes
Task D: Wider considerations
Within the new framework, 3 curricular areas - Language & Literacy, Mathematics & Numeracy and Health & Wellbeing – are considered to be the responsibility of all teachers.
Consider the following questions by focusing on either: 
the existing topic/programme/course you evaluated in Activity B, or
the new curricular opportunity you identified in Activity C

14. Activity 3: Identifying experiences and outcomes Task D: Discussion questions
In what ways could this aspect of your curriculum support the development of Language & Literacy in learners? 
In what ways could this aspect of your curriculum support the development of Mathematics & Numeracy in learners?
In what ways could this aspect of your curriculum support the development of Health & Wellbeing? 
What would the implications for your department in addressing these broader requirements of Curriculum for Excellence?

15. Session 2 Collaborative planning

16. Session 2: Collaborative planning Aims
To identify opportunities for interdisciplinary learning. 
To share experiences of collaborative planning between departments. 
To consider the planning implications associated with a whole school theme.

17. Activity 6: Interdisciplinary planning - video
Questions
What are the main messages about interdisciplinary learning that arise from this film?
To what extent do you agree or disagree with these views? 
To what extent do you agree that core skills such as literacy and numeracy are the responsibility of all teachers?

18. Activity 6: Summary of key points
Curriculum for Excellence creates opportunities for interdisciplinary learning, cross-curricular working and collaborative planning. 
The challenge for subject departments is to provide rich and cohesive learning experiences for all students.
While some secondary departments are well suited for collaborative working, some of the best interdisciplinary work emerges between subjects that are not naturally cognate.

19. Activity 6: Summary of key points (continued)
Interdisciplinary learning often means departments coming together to plan and deliver a project based on a single unifying theme. 
Interdisciplinary working can range from 2 departments to a whole school project or theme. 
Departments need to explore experiences and outcomes, identifying complimentary areas and areas of overlap or duplication.

20. Activity 6: Summary of key points (continued)
Planning should include not just curricular content, but learning and teaching methodologies and approaches to assessment. 
Interdisciplinary learning provides opportunities for departments to share best practice and learn from colleagues. 
Developing core skills in young people such as literacy and numeracy is the responsibility of all teachers.

21. Activity 7: Secondary schools - videos
Questions
What was the nature or context for interdisciplinary learning in this school or project?
How did the school implement this particular project or topic? Which departments were involved? How was it organised?
What were the outcomes of the project? 
What might our school learn from this example of interdisciplinary learning?

22. Activity 8: Interdisciplinary working
The nature of the topic/programme/course 
The departments or subjects involved 
The aims of the collaboration 
The experiences and outcomes covered 
How planning was carried out 
How resources were identified or developed 
Timetabling considerations 
Approaches to learning and teaching 
Approaches to assessment 
The main outcomes 
Advice and recommendations to colleagues

23. Activity 9: A whole school collaboration
Working in subject-based or faculty groups, participants should consider how their departments might contribute to a whole school theme based on ‘Scotland’. Participants should be as creative as possible in their thinking. Assume that whole-school means all students will be involved (S1 to S6) and that all departments will be involved.

24. Activity 9: A whole school collaboration
What might my subject or department contribute to ‘Scotland’ in terms of:
curricular content or subject knowledge?
skills and expertise?
resources?

25. Activity 9: A whole school collaboration
Which experiences and outcomes within the new framework relate most closely to this contribution by my subject or department? 
Which approaches to teaching and learning would be most appropriate? 
From a departmental perspective, what kinds of planning and curriculum development issues are likely to be considered in contributing to a whole school theme?