Testing the framework the national and local picture 1 st april 2009
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Testing the framework The National and Local Picture 1 st April 2009. Peter Eavers Learning and Teaching Scotland Jayne Glover HT, Kingswells PS. Thinking About Curriculum Structures.

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Testing the framework the national and local picture 1 st april 2009 l.jpg

Testing the frameworkThe National and Local Picture1st April2009

Peter Eavers

Learning and Teaching Scotland

Jayne Glover

HT, Kingswells PS


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Thinking About Curriculum Structures

“Curriculum for Excellence allows for both professional autonomy and responsibility when planning and delivering the curriculum. The framework provides flexibility - Such flexibility will result in a more varied pattern of curriculum structures to reflect local needs and circumstances” – BtC3 pp. 10 - 11


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The curriculum: all that we

plan for children and young people’s learning – across 4 contexts

Values

Wisdom, justice,

Compassion, integrity

Effective teaching

and

active,

sustained learning

Building the curriculum

6 Entitlements

Including broad general education;

Senior phase;

Skills for learning,

for life and

for work

Experiences

and outcomes

8 curriculum areas

7 Principles for planning

Challenge and enjoyment

Breadth

Progression

Depth

Personalisation and choice

Coherence

Relevance

Support

for learning

through choices and changes

into positive and sustained

destinations

Assessment, qualifications

Self-evaluation and

Accountability,

Professional development

aligned with purposes


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What is “Testing the Framework”

Testing the framework provides an opportunity for staff from a range of sectors and sizes of schools to work together intensively on the technical tasks of testing the BtC3 framework for curriculum planning.



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Technical tasks

  • Produce a high level plan/curriculum map i.e. what will early years to P7/S1 look like; P7) S1-S6 look like?

  • Choose your technical task

  • Describe what the area of your chosen task will/could look like in practice. Provide as much detail as possible, including timetabling, supporting features and practical considerations such as staffing

  • Explain your change model i.e. what would be done in the short/medium and long term? Who would be involved? Self-evaluation?

  • Describe the process – what did you do exactly? What questions did you need to ask yourself? What was useful and what was not?


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Workshop Tasks

early years/primary

A. transitions

B. broad general education

C. totality of the curriculum

secondary

A. transition primary/secondary

B. broad general education

C. senior phase

special education/ASN

A. transitions

B. broad general education/senior phase

C. personal support


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A Curriculum Framework for Trinity Primary – designed to meet the needs of all learners

Healthy Respect

  • for self, for others and for the environment

  • Citizenship

  • ECO work

  • Behaviour Policy

Healthy Mind

Teaching & Learning - The What and the How

• subject areas

• principles of curriculum design

• learning syyles

Persoanl Safety programme

Bounce Back - resilience strategies

Incorporating anti bullying

Healthy Body

Hungry for success

Tuck shop

Cycling Programme

JRSOs

Sex education

Drugs education

Nutrition



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Outcomes from TTF so far

Process was beneficial

Proof that non-prescriptive guidance leads to a variety of different approaches

Range of plans/models emerging

Those involved became ‘multipliers’

Better understanding that a framework for learning is more than timetabling

Some big questions/issues identified


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Emerging approaches

  • Moving to shorter planning cycles to facilitate responsiveness

  • Greater commitment to collaborative working across sectors

  • Relaxing of timetabling to promote greater collaboration and interdisciplinary approach to learning

  • Taking account of personal achievement in wider curriculum

  • Greater emphasis on children’s views


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21st Century Curriculum Design

Building blocks based around -

  • Reconfigurations around Grouping Learnersdeveloping more flexible and permeable approaches to age and stage

  • Reconfigurations around Time as a flexible resourceSchool day, terms and year Flexible time schedules To assist in full exploiting the 4 contexts for learning

  • Reconfigurations around distributing leadershipFaculties and flatter staff structures Empowering decision taking and making Schools within schools? Merging of phases – Early/Primary Primary/Secondary/Special schools School and work place Partners as teachers

  • Complementaritycombinations of reconfigurations


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Kingswells School Curriculum Map

Totality of the Curriculum

Personalisation & Choice

Literacy, Numeracy, Health & Wellbeing

Developing Collaborative Learning Teams


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Pupil contributions & responsibilities

Inclusive. Equality,

Care & welfare

Eco Group

Pupil Council

SNAG Group

Parental involvement

Consistency, continuity, consultation.

Ethos & life of the school.

Pupil Enterprise Initiatives

House system

Community Links

School values

Challenge & enjoyment.

Personalisation & choice.

Breadth

Progression.

Depth.

Relevance

Learner

GIRFEC

Make a Difference Group-Challenges

Opportunities for personal achievement

Curriculum areas & subjects

School community

ICT

Active Sports

Business links

Arts Education

Performing Arts

Visits

Residential Experiences

Experiences & skills

Literacy.

Numeracy.

Life.

Technological.

Research.

Scientific.

Thinking.

Expressive, Creative, Aesthetic.

Interdisciplinary learning

Curricular areas

Expressive arts

Lang. & Literacy

Health & wellbeing

Maths & Numeracy

RME

Sciences

Technologies

Wider community

through

Scotland-culture, traditions

Links with other countries


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Complementary Subject Areas

RME

Global Ed.

Culture

Drama, Art & Design, Music

Creativity

Citizenship

Literacy

Maths & Numeracy

Health & Wellbeing

Languages

Financial Ed.

P.E

Enterprise

Eco

Social Subjects

Sciences

Technology


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Considered the skills sets...

Problem Solving

Thinking skills

Resilience

Independence

Reflecting/self evaluation

Listening & Speaking

Interpersonal

Safety

Risk Taking

Presenting

Numerical

Reading

Communication

Visual & Spatial

Recording

Team working

Life

Time

Money

Choices



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Inter-stage/

Inter-class

Whole school

Challenges

Ethos

Personalisation & Choice

Challenge & Enjoyment Personal Achievement

Skills

progression

Interdisci-plinary

Single subject

Inter-agency

Business

Community

Wider community links/visits

AifL Strategies

Moderation


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Big questions…

  • Is AifL underpinning all we do?

  • Are we aware of language mind sets associated with topics, subjects?

  • Are subject areas acting as straitjackets?

  • Is there a consensus about terms like ‘active learning’, its progressive nature and ‘interdisciplinary learning’?

  • Are we encouraging staff to be bold and take risks?

  • Is there an acceptance that schools cannot provide the ‘totality of the curriculum’ we need to seek out opportunities and embed them into our practice?

  • As ACC HTs do we have the capacity to grasp the nettle – ‘ACfE’ and work together by sharing experiences, our thinking, time and resources to develop ACfE effectively?


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