Scotland's Curriculum Architecture


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The coming year will see the emergence of learning outcomes and experiences across the curriculum. Teachers will have to consider how these outcomes and experiences will be delivered; through curriculum areas, as part of ethos and life of the school, through inter-disciplinary studies and projects and as opportunities for personal achievement. This seminar will highlight possibilities for and exemplars of curriculum architecture within the primary school. It will focus on the leadership role at different levels.

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Scotland's Curriculum Architecture

  1. 1. Curriculum for Excellence Primary Curriculum Architecture 19 September 2007 Barbara Thomson - Curriculum for Excellence Team Learning and Teaching Scotland Graeme Logan – Head Teacher Peel Primary School, West Lothian
  2. 2. Remind me, why we are doing this ….? <ul><li>“ The Curriculum …should give young people the confidence, attributes and capabilities to make valuable contributions to society </li></ul><ul><li>page 11 A Curriculum for Excellence 2004 </li></ul>
  3. 3. <ul><li>Progress and proposals redefines the scope of the curriculum </li></ul>What’s in the frame? <ul><li>The ethos and life of the school as a community </li></ul><ul><li>Curriculum areas and subjects </li></ul><ul><li>Interdisciplinary projects and studies </li></ul><ul><li>Opportunities for personal achievement </li></ul>
  4. 4. Organising the learning: building up the picture <ul><li>challenge and enjoyment </li></ul><ul><li>breadth </li></ul><ul><li>progression </li></ul><ul><li>depth </li></ul><ul><li>personalisation and choice </li></ul><ul><li>coherence </li></ul><ul><li>relevance </li></ul><ul><li>across the entire curriculum </li></ul>Arrangements for assessment and qualifications support the purposes New structure of levels for progression Activities brought together to achieve: Experiences and outcomes developed within and across curriculum areas Bottom lines and scope for flexibility defined clearly
  5. 5. How might we recognise A Curriculum for Excellence? <ul><li>Values, purposes and principles </li></ul><ul><li>Learner at the centre </li></ul><ul><li>Pupil voice </li></ul><ul><li>Professional enquiry and leadership </li></ul><ul><li>Emphasis on pedagogy </li></ul><ul><li>‘ newer’ principles evident </li></ul><ul><li>Connections across and within </li></ul><ul><li>curriculum areas </li></ul><ul><li>Opportunities for specialisation </li></ul>
  6. 6. How might we recognise A Curriculum for Excellence? <ul><li>Collaborative learning and working, within and across sectors (pupils & staff) </li></ul><ul><li>Opportunities for transfer of learning and personal achievement </li></ul><ul><li>Assessment supporting learning </li></ul><ul><li>Learning to learn </li></ul><ul><li>Use of technology (GLOW) </li></ul><ul><li>Design of Physical environment </li></ul>
  7. 7. Curriculum Architecture : Scope for flexibility <ul><li>In </li></ul><ul><li>how things are taught </li></ul><ul><li>how learning activities are organised across the school - scope for quite different approaches </li></ul><ul><li>within parameters, what is taught </li></ul><ul><li>design of interdisciplinary activities and opportunities for personal achievement </li></ul><ul><li>Through </li></ul><ul><li>emphasis on outcomes not inputs </li></ul><ul><li>fostering and using teachers’ professionalism, creativity and knowledge of their students </li></ul><ul><li>expectations set out as tools and guidance - not prescriptive models </li></ul><ul><li>“ timetabling” as servant not master </li></ul><ul><li>use of partnerships </li></ul>
  8. 8. Implications <ul><li>Leadership </li></ul><ul><ul><li>Increased expectations </li></ul></ul><ul><ul><li>Support professional dialogue and debate </li></ul></ul><ul><ul><li>Opportunities to be creative in curriculum design </li></ul></ul>
  9. 9. Curriculum Architecture Graeme Logan Head Teacher Peel Primary School West Lothian Council
  10. 10. Curriculum Architecture Overview of Presentation <ul><li>Examples from our journey to excellence </li></ul><ul><li>Ideas/ strategies that you can transfer </li></ul><ul><li>Re-shaping the curriculum </li></ul><ul><li>Planning for joined-up learning </li></ul><ul><li>Moving on with formative assessment as part of CfE </li></ul>
  11. 11. My aim as a Headteacher <ul><li>For every child to become an architect of </li></ul><ul><li>their own learning </li></ul>
  12. 12. This is a very exciting time for teaching professionals. Be positive ! Or you might turn into…….. <ul><li>Blameless Bob always has an excuse for everything </li></ul><ul><li>Whining Wendy complains no matter what she is asked to do </li></ul><ul><li>Thumb-twiddling Tom lacks motivation and initiative </li></ul><ul><li>Insubordinate subordinate challenges you in front of other workers and managers </li></ul><ul><li>Tortoise Teresa shows up late and is last to do everything </li></ul>
  13. 13. <ul><li>Amy attitude has a negative attitude that brings everyone down </li></ul><ul><li>Hand-holder needs constant supervision </li></ul><ul><li>Early retiree Ron has been around a while and is beginning to practice at-work retirement </li></ul><ul><li>Worrywart is worried about everything and panics over change </li></ul><ul><li>Clock-watching Clive never works late and has a shop keeper mentality </li></ul>
  14. 14. <ul><li>‘ By the age of 16, the average adult in the UK will have done 75% of the writing they will do in their lifetime’ </li></ul>
  15. 15. ‘ 80% of the jobs that current Primary 1 pupils will do, do not exist yet’ BT Futurologist 2005
  16. 16. Those who lack the courage to change will always find a philosophy to justify it.
  17. 17. Shaping the Curriculum <ul><li>Meeting the needs of the learners in our school </li></ul><ul><li>What are the core skills/ outcomes we want for every pupil after 7 years of primary ed </li></ul><ul><li>Promoting: excitement, fun, magic moments, focus on learning to learn </li></ul>
  18. 18. Essential to Every Lesson Sell Benefits Share Content Share Process Mr What/Miss How
  19. 19. <ul><li>Is your lesson worth </li></ul><ul><li>behaving for ? </li></ul>
  20. 20. What was memorable about your last lesson? You can aim too high….
  21. 21. Learning at the top of the agenda… <ul><li>Learning assemblies </li></ul><ul><li>Collective focus for celebrating success: 4 capacities </li></ul><ul><li>Learning and teaching leading every assembly – outcomes of monitoring, launch of collective focus, TLC presentation on excellent lesson structure………. </li></ul><ul><li>Programme of study for learning to learn </li></ul><ul><li>Moving from a plasma screen in the reception area to a virtual ethos network! </li></ul>
  22. 22. Core Policy on Learning, Teaching and Assessment <ul><li>What does an excellent lesson look like? </li></ul><ul><li>Response codes </li></ul><ul><li>Agreed practices – every lesson, every day, every week, block, etc </li></ul><ul><li>Characteristics and behaviours of excellent teachers </li></ul><ul><li>Translating the latest research and connecting practices in learning, teaching and assessment </li></ul><ul><li>Learning to learn walls and toolboards. </li></ul>
  23. 23. Dialogue on the craft of teaching is the most important part of the re-shaping process <ul><li>What do you believe in ? </li></ul><ul><li>Why did you become a teacher ? </li></ul><ul><li>What does excellent look like…… </li></ul><ul><li>Professional reading programme </li></ul><ul><li>Home teams for teachers </li></ul><ul><li>Mini-internal secondments </li></ul>
  24. 24. National shift from PROCESSES to OUTCOMES <ul><li>What does an excellent lesson look like in our school ? (features/ characteristics) </li></ul><ul><li>What are the core outcomes we want for every young person leaving our school ? </li></ul><ul><li>Core learning to learn tools in staff handbook </li></ul>
  25. 25. Evaluate everything in terms of IMPACT and OUCTOMES for pupils <ul><li>Forward Planning process </li></ul><ul><li>Teacher Evaluations </li></ul><ul><li>The ‘The Learning Council’ </li></ul><ul><li>Reflection each day for yourself as a leader </li></ul><ul><li>The ‘distractions dump’ in the staffroom </li></ul><ul><li>The most important thing teachers do in non-contact time is plan exciting, memorable lessons </li></ul>
  26. 26. Planning for joined up learning <ul><li>Every school needs to start professional dialogue on re-designing planning for learning </li></ul><ul><li>Get rid of highlighter pens and post it notes!!! </li></ul><ul><li>Losing the neat and sterile ‘compartments’ </li></ul><ul><li>Starting with main pupil outcomes/ highlights for the year ahead </li></ul><ul><li>Identifying main contexts for learning in the year ahead, then grouping experiences </li></ul><ul><li>Emphasis on weekly/ daily planning, minimal medium term plans, big picture route map long term plan </li></ul><ul><li>Use of ‘I can’ terminology in planning, pupil target setting, reflection, current 5-14 outcomes (example) </li></ul>
  27. 27. Teacher CPD – impact, impact, impact ! <ul><li>Key question to start every review </li></ul><ul><li>I am a child sitting in your classroom. What </li></ul><ul><li>have I seen, heard and experienced that is </li></ul><ul><li>different as a result of your CPD activities ? </li></ul>
  28. 28. We are a solutions focused school <ul><li>Policy for parents, pupils and staff: </li></ul><ul><li>Before you present a problem or </li></ul><ul><li>difficulty, you must have thought of </li></ul><ul><li>2 possible solutions </li></ul>
  29. 29. Moving on with Formative Assessment <ul><li>Have you ‘done it’ ! </li></ul><ul><li>Agreed practices </li></ul><ul><li>Progression in the use of the strategies </li></ul><ul><li>Response policy replacing marking policy </li></ul><ul><li>Lesson plenary/ reflection activities using the ‘I can…’ ACfE terminology </li></ul><ul><li>Central Scotland Partnership </li></ul>
  31. 31. Year of Engagement 07/08 <ul><li>EA CPD/ support on: outcomes, experiences, architecture. </li></ul><ul><li>EA planning for transition from 5-14 to CfE </li></ul><ul><li>Schools to focus on early adoption of: active learning in P1 and beyond, planning connected learning and inter-disciplinary work </li></ul><ul><li>Revising curriculum structures, including planning and assessment, guidance to staff on curriculum balance/breadth </li></ul>