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

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

3. 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.

4. 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.’

5. 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

6. 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

7. 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.

8. 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.

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