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May Ttf Lts 18 Th March 2009


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Draft testing the framework presentation for Building the Curriculum 3

Draft testing the framework presentation for Building the Curriculum 3

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  • 1. Testing the framework - LTS Setting the scene 18 March 2009 May Sweeney Learning and Teaching Scotland
  • 2. Mystery and murder!
  • 3.
    • “ 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.”
    • Building the Curriculum 3 pp11-12
  • 4. Testing the framework programme
    • 7&8 October 08 – TTF1 secondary
    • 25&26 November 08 – TTF1 recall
    • 19&20 January 09 – TTF2 secondary
    • 5 March 09 – TTF2 recall
    • 27&28 January 09 – TTF3 primary
    • 11 March 09 TTF3 recall
    • 3&4 February 09 - TTF4 ASN/special education
    • 23 March 09 - TTF4 recall
  • 5. Building the Curriculum 3 – learner at the centre
    • A schematic guide for curriculum planners p13
    • Development of the four capacities
    • Entitlements 3-18
    • Experiences and outcomes
    • Learning through ethos and life of the school; curriculum areas and subjects; Interdisciplinary projects and studies; opportunities for personal achievement
    • Literacy, numeracy, health and wellbeing
    • Principles of curriculum design
  • 6. How do we plan for supporting the learner?
    • pupil voice
    • parents as partners
    • partnerships
    • leadership at all levels
    • structures for collaboration
    • opportunities provided by TP 21
    • pedagogy
    • use of accommodation
    • time as a resource
    • personal support structures
    • assessment, recognition of achievement and qualifications
  • 7. 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
  • 8. 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?
  • 9. Features to consider
    • Planning for the learning through the ethos and life of the school; curriculum areas and subjects; interdisciplinary projects and studies; opportunities for personal achievement
    • Choices S1-S3
    • Transition from 4 th level into the senior phase
    • Literacy, numeracy, and health & wellbeing
    • Personal support structures
    • Skills for learning, skills for life and skills for work
    • Planning for maximising achievement and qualifications in the senior phase
    • Pathways to sustained positive destinations
  • 10. 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
  • 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
    • Understanding of a broad general education
    • Understanding of levels
    • Misconception of number of subjects/courses in the senior phase
    • Shared understanding and consistency of language
    • ‘ Mapping back’
    • Taking forward innovation while questions on qualifications remain
    • Migrating from early presentation
  • 14.