May Ttf Lts 18 Th March 2009

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Draft testing the framework presentation for Building the Curriculum 3

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May Ttf Lts 18 Th March 2009

  1. 1. Testing the framework - LTS Setting the scene 18 March 2009 May Sweeney Learning and Teaching Scotland
  2. 2. Mystery and murder!
  3. 3. <ul><li>“ Curriculum for Excellence allows for both professional autonomy and responsibility when planning an delivering the curriculum. . . The frame work provides flexibility ….Such flexibility will result in a more varied pattern of curriculum structures to reflect local needs and circumstances.” </li></ul><ul><li>Building the Curriculum 3 pp11-12 </li></ul>
  4. 4. Testing the framework programme <ul><li>7&8 October 08 – TTF1 secondary </li></ul><ul><li>25&26 November 08 – TTF1 recall </li></ul><ul><li>19&20 January 09 – TTF2 secondary </li></ul><ul><li>5 March 09 – TTF2 recall </li></ul><ul><li>27&28 January 09 – TTF3 primary </li></ul><ul><li>11 March 09 TTF3 recall </li></ul><ul><li>3&4 February 09 - TTF4 ASN/special education </li></ul><ul><li>23 March 09 - TTF4 recall </li></ul>
  5. 5. Building the Curriculum 3 – learner at the centre <ul><li>A schematic guide for curriculum planners p13 </li></ul><ul><li>Development of the four capacities </li></ul><ul><li>Entitlements 3-18 </li></ul><ul><li>Experiences and outcomes </li></ul><ul><li>Learning through ethos and life of the school; curriculum areas and subjects; Interdisciplinary projects and studies; opportunities for personal achievement </li></ul><ul><li>Literacy, numeracy, health and wellbeing </li></ul><ul><li>Principles of curriculum design </li></ul>
  6. 6. How do we plan for supporting the learner? <ul><li>pupil voice </li></ul><ul><li>parents as partners </li></ul><ul><li>partnerships </li></ul><ul><li>leadership at all levels </li></ul><ul><li>structures for collaboration </li></ul><ul><li>opportunities provided by TP 21 </li></ul><ul><li>pedagogy </li></ul><ul><li>use of accommodation </li></ul><ul><li>time as a resource </li></ul><ul><li>personal support structures </li></ul><ul><li>assessment, recognition of achievement and qualifications </li></ul>
  7. 7. Workshop Tasks <ul><li>early years/primary </li></ul><ul><li>A. transitions </li></ul><ul><li>B. broad general education </li></ul><ul><li>C. totality of the curriculum </li></ul><ul><li>secondary </li></ul><ul><li>A. transition primary/secondary </li></ul><ul><li>B. broad general education </li></ul><ul><li>C. senior phase </li></ul><ul><li>special education/ASN </li></ul><ul><li>A. transitions </li></ul><ul><li>B. broad general education/senior phase </li></ul><ul><li>C. personal support </li></ul>
  8. 8. Technical tasks <ul><li>Produce a high level plan/curriculum map i.e. what will early years to P7/S1 look like; P7) S1-S6 look like? </li></ul><ul><li>Choose your technical task </li></ul><ul><li>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 </li></ul><ul><li>Explain your change model i.e. what would be done in the short/medium and long term? Who would be involved? Self-evaluation? </li></ul><ul><li>Describe the process – what did you do exactly? What questions did you need to ask yourself? What was useful and what was not? </li></ul>
  9. 9. Features to consider <ul><li>Planning for the learning through the ethos and life of the school; curriculum areas and subjects; interdisciplinary projects and studies; opportunities for personal achievement </li></ul><ul><li>Choices S1-S3 </li></ul><ul><li>Transition from 4 th level into the senior phase </li></ul><ul><li>Literacy, numeracy, and health & wellbeing </li></ul><ul><li>Personal support structures </li></ul><ul><li>Skills for learning, skills for life and skills for work </li></ul><ul><li>Planning for maximising achievement and qualifications in the senior phase </li></ul><ul><li>Pathways to sustained positive destinations </li></ul>
  10. 10. Outcomes from TTF so far <ul><li>Process was beneficial </li></ul><ul><li>Proof that non-prescriptive guidance leads to a variety of different approaches </li></ul><ul><li>Range of plans/models emerging </li></ul><ul><li>Those involved became ‘multipliers’ </li></ul><ul><li>Better understanding that a framework for learning is more than timetabling </li></ul><ul><li>Some big questions/issues identified </li></ul>
  11. 11. CHILD HOME SCHOOL COMMUNITY CURRICULUM PASTORAL CARE METHODOLOGIES ETHOS CURRICULUM AREAS INTER- DISCIPLINARY LEARNING PERSONAL ACHIEVEMENT Coaching & mentoring Programmes of study Experiences & outcomes Critical skills Partnerships Collaborative learning & teaching Active learning AifL Transitions External partners Nurture groups Solution Oriented School Peer mediation Contexts For learning Transitions Interdisciplinary learning Church links Inter -agency working Collegiate working Professional Learning communities Working groups Health Enterprise Eco-schools Themes/ projects John Muir Award Residentials Choir Outfit Moray STEPS programme Lunch/after- school clubs ICT Fairtrade Core subjects Global links Citizenship Vision and Values at St. Sylvester's Primary School: A community who come together to learn and grow through inspirational teaching and learning working towards excellence. This is underpinned by our Christian/Catholic values of compassion, understanding, trust, respect and hope for a better future. Vision and Values at St. Sylvester's: Vision and Values at St. Sylvester's: Vision and Values at St. Sylvester's:
  12. 13. Big issues/questions <ul><li>Understanding of a broad general education </li></ul><ul><li>Understanding of levels </li></ul><ul><li>Misconception of number of subjects/courses in the senior phase </li></ul><ul><li>Shared understanding and consistency of language </li></ul><ul><li>‘ Mapping back’ </li></ul><ul><li>Taking forward innovation while questions on qualifications remain </li></ul><ul><li>Migrating from early presentation </li></ul>

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