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Curriculum for Excellence Primary Curriculum Architecture 19 September 2007

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Promoting: excitement, fun, magic moments, focus on learning to learn. Essential to Every Lesson ... Mr What/Miss How. Is your lesson worth. behaving for ? What ... – PowerPoint PPT presentation

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Title: Curriculum for Excellence Primary Curriculum Architecture 19 September 2007


1
Curriculum for Excellence Primary Curriculum
Architecture19 September 2007
Barbara Thomson - Curriculum for Excellence
Team Learning and Teaching Scotland Graeme Logan
Head Teacher Peel Primary School, West Lothian
2
Remind me, why we are doing this .?
  • The Curriculum should give young people the
    confidence, attributes and capabilities to make
    valuable contributions to society
  • page 11 A Curriculum for Excellence 2004

3
  • Progress and proposals redefines the scope of the
    curriculum

Whats in the frame?
  • The ethos and life of the school as a community
  • Curriculum areas and subjects
  • Interdisciplinary projects and studies
  • Opportunities for personal achievement

4
Organising the learning building up the picture
New structure of levels for progression
Bottom lines and scope for flexibility defined
clearly
Experiences and outcomes developed within and
across curriculum areas
Activities brought together to achieve
  • challenge and enjoyment
  • breadth
  • progression
  • depth
  • personalisation and choice
  • coherence
  • relevance
  • across the entire curriculum

Arrangements for assessment and qualifications
support the purposes
5
How might we recognise A Curriculum for
Excellence?
  • Values, purposes and principles
  • Learner at the centre
  • Pupil voice
  • Professional enquiry and leadership
  • Emphasis on pedagogy
  • newer principles evident
  • Connections across and within
  • curriculum areas
  • Opportunities for specialisation

6
How might we recognise A Curriculum for
Excellence?
  • Collaborative learning and working, within and
    across sectors (pupils staff)
  • Opportunities for transfer of learning and
    personal achievement
  • Assessment supporting learning
  • Learning to learn
  • Use of technology (GLOW)
  • Design of Physical environment

7
Curriculum Architecture Scope for flexibility
  • In
  • how things are taught
  • how learning activities are organised across the
    school - scope for quite different approaches
  • within parameters, what is taught
  • design of interdisciplinary activities and
    opportunities for personal achievement
  • Through
  • emphasis on outcomes not inputs
  • fostering and using teachers professionalism,
    creativity and knowledge of their students
  • expectations set out as tools and guidance - not
    prescriptive models
  • timetabling as servant not master
  • use of partnerships

8
Implications
  • Leadership
  • Increased expectations
  • Support professional dialogue and debate
  • Opportunities to be creative in curriculum design

9
Curriculum Architecture Graeme Logan Head
Teacher Peel Primary School West Lothian Council
10
Curriculum ArchitectureOverview of Presentation
  • Examples from our journey to excellence
  • Ideas/ strategies that you can transfer
  • Re-shaping the curriculum
  • Planning for joined-up learning
  • Moving on with formative assessment as part of
    CfE

11
My aim as a Headteacher
  • For every child to become an architect of
  • their own learning

12
This is a very exciting time for teaching
professionals. Be positive ! Or you might turn
into..
  • Blameless Bob always has an excuse for everything
  • Whining Wendy complains no matter what she is
    asked to do
  • Thumb-twiddling Tom lacks motivation and
    initiative
  • Insubordinate subordinate challenges you in front
    of other workers and managers
  • Tortoise Teresa shows up late and is last to do
    everything

13
  • Amy attitude has a negative attitude that brings
    everyone down
  • Hand-holder needs constant supervision
  • Early retiree Ron has been around a while and is
    beginning to practice at-work retirement
  • Worrywart is worried about everything and panics
    over change
  • Clock-watching Clive never works late and has a
    shop keeper mentality

14
  • By the age of 16, the average adult in the UK
    will have done 75 of the writing they will do in
    their lifetime

15
80 of the jobs that current Primary 1 pupils
will do, do not exist yet
BT Futurologist 2005
16
Those who lack the courage to change will always
find a philosophy to justify it.
17
Shaping the Curriculum
  • Meeting the needs of the learners in our school
  • What are the core skills/ outcomes we want for
    every pupil after 7 years of primary ed
  • Promoting excitement, fun, magic moments, focus
    on learning to learn

18
Essential to Every Lesson
Sell Benefits
Share Content
Share Process
Mr What/Miss How
19
  • Is your lesson worth
  • behaving for ?

20
What was memorable about your last lesson?
You can aim too high.
21
Learning at the top of the agenda
  • Learning assemblies
  • Collective focus for celebrating success 4
    capacities
  • Learning and teaching leading every assembly
    outcomes of monitoring, launch of collective
    focus, TLC presentation on excellent lesson
    structure.
  • Programme of study for learning to learn
  • Moving from a plasma screen in the reception area
    to a virtual ethos network!

22
Core Policy on Learning, Teaching and Assessment
  • What does an excellent lesson look like?
  • Response codes
  • Agreed practices every lesson, every day, every
    week, block, etc
  • Characteristics and behaviours of excellent
    teachers
  • Translating the latest research and connecting
    practices in learning, teaching and assessment
  • Learning to learn walls and toolboards.

23
Dialogue on the craft of teaching is the most
important part of the re-shaping process
  • What do you believe in ?
  • Why did you become a teacher ?
  • What does excellent look like
  • Professional reading programme
  • Home teams for teachers
  • Mini-internal secondments

24
National shift from PROCESSES to OUTCOMES
  • What does an excellent lesson look like in our
    school ? (features/ characteristics)
  • What are the core outcomes we want for every
    young person leaving our school ?
  • Core learning to learn tools in staff handbook

25
Evaluate everything in terms of IMPACT and
OUCTOMES for pupils
  • Forward Planning process
  • Teacher Evaluations
  • The The Learning Council
  • Reflection each day for yourself as a leader
  • The distractions dump in the staffroom
  • The most important thing teachers do in
    non-contact time is plan exciting, memorable
    lessons

26
Planning for joined up learning
  • Every school needs to start professional dialogue
    on re-designing planning for learning
  • Get rid of highlighter pens and post it notes!!!
  • Losing the neat and sterile compartments
  • Starting with main pupil outcomes/ highlights for
    the year ahead
  • Identifying main contexts for learning in the
    year ahead, then grouping experiences
  • Emphasis on weekly/ daily planning, minimal
    medium term plans, big picture route map long
    term plan
  • Use of I can terminology in planning, pupil
    target setting, reflection, current 5-14 outcomes
    (example)

27
Teacher CPD impact, impact, impact !
  • Key question to start every review
  • I am a child sitting in your classroom. What
  • have I seen, heard and experienced that is
  • different as a result of your CPD activities ?

28
We are a solutions focused school
  • Policy for parents, pupils and staff
  • Before you present a problem or
  • difficulty, you must have thought of
  • 2 possible solutions

29
Moving on with Formative Assessment
  • Have you done it !
  • Agreed practices
  • Progression in the use of the strategies
  • Response policy replacing marking policy
  • Lesson plenary/ reflection activities using the
    I can ACfE terminology
  • Central Scotland Partnership

30
WALT
WILF
WIPOA
31
Year of Engagement 07/08
  • EA CPD/ support on outcomes, experiences,
    architecture.
  • EA planning for transition from 5-14 to CfE
  • Schools to focus on early adoption of active
    learning in P1 and beyond, planning connected
    learning and inter-disciplinary work
  • Revising curriculum structures, including
    planning and assessment, guidance to staff on
    curriculum balance/breadth
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