Curriculum for Excellence and school libraries: the Edinburgh experience
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Curriculum for Excellence and school libraries: the Edinburgh experience

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Delivered by Cleo Jones of Edinburgh City Council at the Annual Conference of the Chartered Institute of Library and Information Professionals in Scotland (CILIPS), which took place 1-3 June 2009.

Delivered by Cleo Jones of Edinburgh City Council at the Annual Conference of the Chartered Institute of Library and Information Professionals in Scotland (CILIPS), which took place 1-3 June 2009.

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  • 1. Curriculum for Excellence and School Libraries: the Edinburgh Experience Cleo Jones
  • 2.
    • Aims of this Session
    • To discuss
    • What we did before Curriculum for Excellence
    • Curriculum for Excellence opportunities
    • Curriculum for Excellence examples
  • 3.
    • Before Curriculum for Excellence
    • We focussed on
    • Reader Development – including initiatives like Teen Titles, reading groups, shared reading groups, reading programmes e.g. Reading for Gold
    • Information Literacy – most libraries using ExPLORE model or their own information literacy materials
  • 4.
    • What is ExPLORE?
    • Information Literacy Model created in Edinburgh in 2004/2005
    • Linked to the 5 – 14 Curriculum and is in the process of being linked to CfE
    • A range of materials to support the delivery of ExPLORE including Teachers’ notes, worksheets and rubrics
    • A model which supports the development of Information Literacy across the Primary and Secondary sectors
  • 5.
    • Some librarians had started to
    • Become involved or take the lead in whole or cross curricular school initiatives
    • - the ICT challenge where all S1 pupils worked off the curriculum for 3 days with the librarian, a member of the SMT and a range of teachers working on skills based, problem centred learning
    • - One Book , One City - Kidnapped
    • Develop Information Literacy work as transition work
    • Work as collaboratively as possible with colleagues to deliver Information Literacy and literacy
  • 6.
    • What are the Curriculum for Excellence Opportunities?
    • The 4 capacities
    • Opportunities for Interdisciplinary Learning
    • A focus on Learner Outcomes
    • A focus on self-evaluation
    • GLOW
  • 7.
    • The 4 capacities
    • The opportunities for libraries supporting the 4 capacities are endless – HMIe are looking to see this demonstrated in school libraries
    • Successful learners are
    • independent learners
  • 8.
    • Interdisciplinary Learning
    • Libraries have always been at the heart of cross curricular learning. They can provide a focus for independent or active learning.
    • Literacy across learning is an opportunity to become involved in developing the curriculum. As educationalists we are aware of Information Literacy and its potential to help pupils become independent learners
  • 9.
    • Focus on Skills
    • The focus on skills rather than content provides opportunities for discussion of what these skills should be
    • “ The literacy experiences and outcomes promote the development of critical and creative thinking as well as competence in listening and talking, reading, writing and the personal, interpersonal and team-working skills which are so important in life and in the world of work.” Literacy across learning principles and practice
  • 10.
    • Focus on outcomes for Learners
    • This is really important and we have started to think about what we really do to make a difference to young people’s learning, self evaluation has helped us to focus on this
    • We need to work with colleagues and partners to improve outcomes for learners and to improve their learning experiences. We are often the people who make the connections and can make things happen.
  • 11.
    • Self-Evaluation
    • We are encouraging this across Edinburgh school libraries and we have been using the proposed QIs from the “Improving Libraries for Learners” document
    • - 2.1 Learners’ experiences
    • - 5.3 Meeting Learning needs
    • - 5.9 Improvement through self-evaluation
  • 12.
    • GLOW
    • Glow will provide opportunities for sharing ideas as an education community and will give individual librarians opportunities within their own local authorities of becoming Glow mentors
  • 13.
    • Curriculum for Excellence – What’s the difference?
    • There are real opportunities to be part of whole school and cross curricular learning particularly in Literacy across Learning
    • Librarians are seizing the initiative to unpack learning outcomes with colleagues
    • these opportunities will give real value to the learning that we facilitate
  • 14.
    • Curriculum for Excellence Examples
    • Over to the Practitioners. . .
  • 15. Curriculum for Excellence Cross Curricular Projects 2007 - 2009
    • Di Wild – Librarian
    • Queensferry High School
  • 16. Kidnapped
    • ‘ Kidnapped’ project for Edinburgh UNESCO City of Literature (2007)
  • 17.  
  • 18.  
  • 19. Staff working together
  • 20.
    • Looking for a new cross curricular theme to bring the whole school together in more in-depth work
  • 21.  
  • 22.  
  • 23. Our Planet A Thoughtful Approach…… 2008
  • 24. School of Ambition
    • 4 Working groups formed:
    • Learning and Teaching
    • Culture and Ethos
    • Leadership
    • Community Engagement
    • Cross curricular project approved
    • Our Planet “created”
    • Scottish Learning Festival – An Inconvenient Truth: Education Response (Dr Alistair Lavery)
    • Pilot for Learning and Teaching Scotland with Bill Lynch (Sustainable Development)
  • 25. Global Warming?
  • 26.  
  • 27.  
  • 28. Rationale
  • 29. Our Planet – a Thoughtful Approach What are you doing for the 23rd of May? Departments Staff What When How Which groups Drama Liaison with Art & Geography J Rae Displaced Peoples (stimulus – Salgado’s photography) Feb – End of March Intellectual stimulation S3 Standard Grade Chemistry S MacFarlane Fossil Fuels – causes and cures of pollution current Presenting to class, with powerpoints displayed in foyer S3 Standard Grade Business Education Liaison with departments B McGurk and dept Support with posters, powerpoint etc As required Liaison with departments Home Economics S Auchterlonie Food and Flower airmiles / impacts. Nutritional depletion S5/6 History C Moodie and dept Essay competition Term 3 S1 - 3 English J Caldicott Debates on Environmental Issues Term 3 S1 - 3
  • 30. CDT J Thomas and dept Creation of model designed to conserve water and stop water waste in school (UK competition run by Go4SET, supported by an industrial mentor from Halcrow Engineering) Current and by end Feb 10 week programme Developing model where rainwater could be collected & stored for use as grey water which, after filtration, could be used in toilets. Costing repair of leaking taps. Written report, display and model of their idea 6 S2 pupils Music C Madden and dept Possible musical composition and performance (under discussion) Art Liaison with Drama R White P Rodgers Art work based on landscapes. Possible decoration of foyer (under discussion) Portraiture, looking at the visual means of recording human life through portraiture painting and photography Drawings of exotic and endangered species Feb – Apr / may display completed Possible visit to Portrait Gallery, and / or speaker display S3 S2 Geography Liaison with Physics and Drama S McGhee and dept Class work on global warming. Posters Term 3 Classwork and posters S2 Maths Under consideration PE Liaison with SE B Henderson and dept With SE ‘ Ditch the car – it’s not that far, get on your bike or take a hike to school’ Indoor cycling competition with classes on 23 rd May day Posters Term 3 Health promoting assembly Cycling competitions Posters S1 – 3
  • 31. Modern Languages Liaison with CDT, Bus Ed and Drama M Cordner (with CDT and Bus Ed) M Bream (with Drama) Conserving water. Creation of posters. Tying in with Spanish Expo. Information from exchange school in Germany. Environmentally friendly signs around school Drama with environmental message looking at different viewpoints. Essays S5/6, S3/4 S1-3 Religious Education L Malarky “ Peace on Earth” concerning peace within us, between individuals, between nations, and with nature. The final part of the unit will concentrate on the Gaia Theory to tie in with “Our Planet” End of March onwards Classwork, posters, and poems S2 Library D Wild Coordination of project. Events, speakers and resources to support departments. Competitions As required All groups S.E. Liaison with P.E J Mitchell With PE Liaison with PE project ‘Ditch the car…..’ Term 3 S1 – 3 Physics Liaison with Geography D Richardson (liaising with Geography) “ Nuclear Power Station in South Queensferry? – Yes or no” February Research on internet to look at arguments / information. Present on powerpoint S4 standard grade
  • 32. Curriculum for Excellence
    • Pupils doing their own research and forming their own opinions. Pupils are involved in Active Learning.
    • Departments working together and inspiring each other
  • 33. Sebastiao Salgado
  • 34.  
  • 35.  
  • 36.  
  • 37.  
  • 38. Honduras Hurricane Project May 2009
  • 39.  
  • 40.  
  • 41.  
  • 42.  
  • 43.  
  • 44.  
  • 45.  
  • 46. Huge commitment, and extra work Can we face it?
  • 47. YES WE CAN!!
  • 48. Next Step?
    • Whole school information literacy project, using ExPLORE, with a trusting staff!
  • 49. Queensferry High School School of Ambition
  • 50. Ex PLORE Information
    • P lan
    • L ocate
    • O rganise
    • R epresent
    • E valuate
    Ex-
  • 51. Step 1 Plan - what information do you need? What is your subject? What do you want to find out about? Ask some questions. What other words or phrases can you think of to describe this subject? Brainstorm - Make a list or draw a mind map Discover the most important words – these will be your keywords. Highlight them . Use your keywords to form a search strategy What do you know about this subject already?
  • 52. Step 2 - Locate - identify helpful resources Make a list of any resources which might help you to find information about your subject Here are some to get you started: Books Newspapers TV Radio Videos Maps The Internet Spreadsheets
  • 53.  
  • 54. Step 3 Organise relevant information Examine all the information you have gathered The information which answers your questions is relevant . Keep this. Look again at your questions Discard everything that is not relevant Sort the relevant information to answer your questions
  • 55. Humpty Dumpty Notes
    • Humpty Dumpty sat on a wall
    • Humpty Dumpty had a great fall
    • All the king’s horses and all the king’s men
    • Couldn’t put Humpty together again
  • 56. Scottish Scientists Quick information about this person Name Date of birth/death Where they were born Where they lived Family Information about the invention or discovery How did it change society then? Why is it still important now? What is this person noted for? List of sources you used to find the information (web sites, books etc)
  • 57. Step 4 Represent relevant information After you have kept only what is relevant - Present your information To do this you might: Write a report or an essay Give a talk Make a slide show Write a song
  • 58. Step 5 Evaluate what you have done
    • Think about how you found information
    • Are there things you would definitely do next time?
    • Are there things you would never do again?
    • What could you do next time to make your enquiry even better ?
    Ask Yourself:
  • 59. Holyrood High School ExPLORE, Science & Unpacking learning outcomes!
  • 60.  
  • 61. Gracemount High School
  • 62. Associated Primary Visits – year 1 Europe Recycling Rainforests
  • 63. Associated Primary Visits – year 2
    • Biography Project
  • 64. S1 – year 3
    • Catch up for all pupils from outside the catchment area.
    • Re-introduce during SE/English lessons (global citizenship project), then reinforce in a variety of different subjects
  • 65. Current Use of Explore at GHS
    • S1 – Joint SE /English/ Global citizenship project
    • Reinforcement
    • - Geography
    • - Science
    • - Joint Science/ history CfEx project
  • 66. Future
    • Beyond School of Ambition funding
    • Build in assessment
    • Co-operative Learning
  • 67.