Building your Curriculum

Processes which have led to a depth of understanding of the key messages of BtC3 and use of HMI documentation: the totality of the curriculum/ benefits for all learners Emerging good practice: what does it look like in primary schools? The four contexts for learning are planned for - built in not bolt on Balance between subject area development and interdisciplinary learning Is explored, planned and developed appropriately Schools need to: develop shorter planning cycles to allow for greater responsiveness to pupil needs consider their design and develop models of change/ interim steps to manage change effectively consider innovative and creative ways to develop curriculum design

Processes which have led to a depth of understanding of the key messages of BtC3 and use of HMI documentation: the totality of the curriculum/ benefits for all learners Emerging good practice: what does it look like in secondary schools? Schools need to : Use “ Improving our curriculum through self evaluation ” and consider their current curriculum – develop a rationale based around the needs of their learners then use this to - Involve all staff, pupils and other partners when designing their future curriculum/maps/plans/model of change

Emerging good practice: what does it look like in secondary schools? Plan for the cluster curriculum P5 through S3 Be clear about the need for high standards from all - for all Anticipate that the nature of this process will mean change and modification as it develops Use the future curriculum map and model of change to lead the development of specifics – within the classroom, school, cluster, etc. Ensure that learners are fully engaged with all aspects of their learning