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Education and Social Care Curriculum Guide
- 1. EducationandSocialCare Education and Social Care Schools and Curriculum Development Arlene Wilson Curriculum Adviser 2015
- 2. EducationandSocialCare Access GLOW via this icon on your Moray desktop page
- 3. EducationandSocialCare Who should be involved? • Head Teacher • Staff • Pupils • Parents • Partners For further information and resources see Moray Glow - Curriculum - Rationale Advice
- 4. EducationandSocialCare What should we be thinking about? For further information and resources see Moray Glow - Curriculum - Rationale Advice 1-7
- 5. EducationandSocialCare For further information and resources see Moray Glow - Curriculum - Rationale Advice - 8
- 6. EducationandSocialCare How is your school preparing your children for the future? The following clips will help schools understand what they should be aiming for. Shift Happens - https://www.youtube.com/watch?v=PcZg51Il9no How to escape Education’s death Valley – TED talk by Sir Ken Robinson – which refers to the American Education System but much of what he says could be about our Education System. http://www.ted.com/talks/ken_robinson_how_to_escape_education_s_death_valley?language=en For further information and resources see Moray Glow - Curriculum – The Aim – 9-11
- 7. EducationandSocialCare Every school’s aim will be based on building capacity For further information and resources see Moray Glow - Curriculum - The Aim - 12 - 14
- 8. EducationandSocialCare Every Vision will be different because the context of the school For further information and resources see Moray Glow - Curriculum -The Vision -16 - 18
- 9. EducationandSocialCare Aim Vision Values Context For further information and resources see Moray Glow - Curriculum - The Vision - 18
- 10. EducationandSocialCare By developing their… Knowledge, Skills and Characters (Attributes) By using… The Experiences and Outcomes The Significant aspects of learning and their associated progression frameworks The skills identified within the 4 capacities The SHANARRI Wellbeing indicators For further information and resources see Moray Glow - Curriculum - Knowledge, Skills and Attributes -19 - 23 To Create… A Skills Based Curriculum
- 11. EducationandSocialCare The Building Bricks… English and Literacy Maths and Numeracy Health and Wellbeing Sciences Technologies Social Subjects Religious and Moral Ed The Cement = Life and work of the school, curricular areas, interdisciplinary learning and personal achievement Expressive Arts If only building a learning programme was this easy! For further information see Moray Glow - Curriculum - Contexts for Learning - 24 - 27 Themes Across Learning Sustainability Enterprise Global Citizenship
- 12. EducationandSocialCare RESONSIBILITY OF ALL Literacy Numeracy Wellbeing LEARNING THEMES STEM – Science, Technology Maths , and Engineering Eco Schools Financial Education Learning about Scotland Food and Health Current events Experience and Outcome Lit 21a = spelling SAol – Write with increasing accuracy making effective use of spelling, grammar and punctuation For further information see Moray Glow - Curriculum - Planning Overview - 30
- 13. EducationandSocialCare School Context Sustainability Global Citizenship Enterprise English Health RME Expressive Arts Modern Languages Social Subjects Technologies Science Mathematics Literacy Numeracy Eco Schools Current Events Food & Health Wellbeing STEM Scotland Finance For further information see Moray Glow - Curriculum - Planning Overview – 30 - 33
- 14. EducationandSocialCare Term 1 Term 2 Term 3 Term 4 Residential John Muir Harvest Planning for Progress Clock change Be safe be seen Remembrance St Andrews Bonfire – fire safety Christmas Alzheimer’s Scotland Chinese New Year Burns Day UNICEF day of change Pancake Tea Easter Summer Fair Sports Reports Transition School garden Further information and resources see Moray Glow - Curriculum - Contexts for Learning - 26
- 15. EducationandSocialCare Numeracy and Mathematics Experimenting with measurement MNU 0-11a Estimate then actually measure MNU 1-11a Estimating measurements MNU 2-11a Common units of measure & calculations MNU 2-11b Perimeter and volume MNU 2-11c Literacy and English LIT 0-14a Use of environmental print & texts to plan, make choices and learn new things LIT 1-14a Find, select, sort and use information for a specific purpose LIT 2-14a Use different types of texts to find, select, sort and use information for a specific purpose Health and Wellbeing Expressing Feelings and Managing Behaviour HWB 0 to 4-1a – Expressing feelings and talking about them HWB 0 to 4-2a – The influence our thoughts and feelings have on our behaviour Social Subjects Context – Community Resilience Explore & discover interesting features of local environment SOC 0-7a Explore features of local landscape SOC 1-7a Major features of Scotland's landscape SOC 2-7a I can describe the major characteristic features of Scotland's landscape and explain how these were formed. Contexts for Learning Life and Work of the School , Interdisciplinary Learning , Personal Achievement, Curriculum VC Day Eco Schools Waste minimisation Community Resilience Food and Health – Scottish food School Website Easter Expressive Arts Music Context – Writing a song about William Anderson Express and communicate ideas, thoughts and feelings through musical activities EXA 0 – 2-18a Art & Design – COLLAGE Context – Finish WW1 art. Create and present work using the visual elements EXA 1-3a Create and present work showing developing skill using the visual elements and concepts EXA 2-3a Sciences Context – Eco Community Group Throughout all my learning, I take appropriate action to ensure conservation of materials and resources, considering the impact of my actions on the environment. TCH 1-02a Technologies Context – Pupils will develop their ability to use their iPad and various apps to support learning. Community groups to develop the school website and skills for eportfolios. TCH 0-03a – I explore software and use what I learn to solve problems and present my ideas, thoughts or information TCH 1-4a and 2-4a – I explore and experiment with the features and functions of computer technology and I can use what I learn to support and enhance my learning in different contexts. Religious and Moral Education Beliefs - Exploring beliefs across all faiths Context - Islam Explore stories etc to become familiar with some beliefs of other world religions RME 0-4a Explore stories from world religions RME 1-4a Develop knowledge of other religion beliefs by exploring some places and artefacts RME 1-4b Talk about own beliefs RME 1-4c For further information see Moray Glow - Curriculum - Planning Overview - 28 - 33
- 16. EducationandSocialCare Planning Overview Curricular Area Plans Literacy and English Maths and Numeracy Health and Wellbeing Sciences Technologies Social Subjects RME Expressive Arts Lesson Plans For further information see Moray Glow - Curriculum Programmes and Courses
- 17. EducationandSocialCare For further information see Moray Glow - Curriculum – Curricular Planning - 34
- 18. EducationandSocialCare At this stage teachers will be planning A lesson or a series of lessons Programmes/courses/units of learning For further information and resources see Moray Glow - Curriculum - Programmes, Courses, Units of Learning - 36 - Learning Approaches •Active Learning •ICT in Education •Creativity •Outdoor Learning •Co-operative and Collaborative learning •Peer Education •Reggio Emilia
- 19. EducationandSocialCare How much and how well? Assessment should… be part of planning support learning be ongoing promote progression, breadth and depth Moray Glow - Curriculum – Assessing Progress and Achievement - 41 - 46
- 20. EducationandSocialCare For further information see Moray Glow - Curriculum - Moderation – 47 & 48
- 21. EducationandSocialCare Must be based on what the learner can … MAKE SAY WRITE DO Moray Glow - Curriculum - Recording and Tracking Progress and Achievement – 49 & 50
Editor's Notes
- This resource works as any power point presentation would. However a commentary has been recorded on to the presentation which can be repeated at any point by clicking the speaker icon on the bottom right hand corner of each slide. Links to the relevant hyperlinked resources are highlighted in red on each slide and should be accessed separately on a different tab via the Curriculum Design landing page on Moray Glow.
- There are many different components of Curriculum for Excellence but how do they fit together to create a coherent curriculum that will meet the needs of the learners in your school? The following presentation along with the hyperlinked resources available on Moray Glow should help schools build a appropriate curriculum that will provide opportunities for application and breadth of learning as well as the challenge that all learners need to fully develop their capacity.
- The rationale is the thinking various groups within a school should do before they start to build the curriculum. These groups would include the Head Teacher, all staff, pupils, parents and partners. Thinking should be informed by local and national advice and the context of the school.
- There is a lot of national and local advice available to schools but which advice would best inform all stakeholder understanding of what schools should be trying to do? Local advice comes in the form of the Moray 2023 Plan for the Future and Moray’s Strategy for Raising Attainment. National advice includes the 2004 Curriculum Review Document, Education Scotland’s GIRFEC advice – Health and Wellbeing Across Learning, The entitlements part of Building the Curriculum 3 and the General Teaching Council suite of standards; the standard for registration, the standard for career long professional development and the standards for leadership and management and the most recent Early Years document – Building the Ambition. All these documents can be found on Moray Glow.
- Stakeholders should also consider the context of the school. The context is really important as it is unique to every school and it changes all the time. Schools should be aware of what this is like and take account of it. The context includes, the social demographic of pupils, parents, staff and partners, the geographical and historical context of the area and beyond, the partnerships the school has forged with parents, local people, industries, businesses and employers and any current events that impact on what is happening in the school.
- When all school stakeholders have fully considered and UNDERSTOOD the Rationale Documents and Advice they should work together to identify their AIM. The AIM in a school should be about building the capacity of the children and young people and should be at the heart of everything the school does. The links to the clips provided here should support stakeholders in their understanding of what they should be aiming to do – which is Developing the Capacity of their children and young people.
- Advice on DEVELOPING CAPACITY can be found in the 2004 review document or BTC 0 as it is sometimes known. BtC 0 exemplifies the Purposes of the Curriculum or the 4 capacities. In this slide it is easy to see where the skills lie in the 4 capacities . At this point stakeholders should also consider and identify the values within the 4 capacities that they are trying to instil in their learners. DEVELOPING capacity in every curricular area is exemplified further in BtC 1, more details of this resource can be found through Moray Glow and at the beginning of each curricular area planner.
- When the whole school community is clear about what they are aiming to do they should consider what their aim will look like when it is working. This is the vision for the school and since this is based on the Rationale Advice and the AIM detailed previously, the vision will be about how the school will develop the 4 capacities in their learners. Schools may wish to create a catchy mission statement but should be very careful that they fully articulate their aim, their vision and their values separately.
- By now schools will be able to identify the thinking behind their curriculum otherwise known as their curriculum rationale. This will be based on their aim, vision and values and the context of their school. A clear shared aim, the vision for the school and the values that stakeholders identify are the foundations of a school. The Skills for learning, life and work that a young person will need to fully develop their capacity are built on these.
- So how would a school develop the capacity of its pupils? Schools have always developed the knowledge of its pupils and this hasn’t changed. The Experiences and Outcomes and more specifically the progression frameworks associated with the significant aspects of learning identify the key knowledge our learners will need. However what has changed is the need to make the curriculum much more skills based so that our learners develop four types of skills. Skills for Learning, Skills for Life, Skills for Work and Skills specific to a subject area. These can all be found within the Experiences and Outcomes, the Significant aspects of learning and their associated progression frameworks, the skills identified within the 4 capacities and the Wellbeing indicators (SHANARRI). Pupil profiles should reflect the skills our Young People are developing.
- In order to provide and deliver a coherent skills based curriculum schools should take account of advice in BtC3 which outlines the need to provide learning opportunities across 4 contexts for learning – Life and Work of the School Curricular Areas Interdisciplinary Learning Personal Achievement From the picture you can see that the contexts are like the cement. They hold the structure of the curriculum together. Schools will build different structures or learning programmes, according to the context of the school and the needs of their pupils. Themes of Global Citizenship, Enterprise and Learning for Sustainability should be built in across the curriculum
- A good place to start is to consider the programmes you have already particularly within the Responsibility of All subjects of Literacy, Numeracy and Wellbeing. For a very simple, straightforward example; Literacy 21a is the spelling experience and outcome that is associated with the Significant Aspect of learning for writing with increasing accuracy. So the progression across E and O 21a should be built into a school’s spelling programme. Other learning themes listed here and the relevance they have to the context of the school should then be considered.
- These are STEM, Eco Schools, Financial Education, Learning about Scotland, Food and Health and current events. Schools should associate or bundle appropriate Experiences and Outcomes from the curricular areas within these themes. They should track the coverage of the Experiences and Outcomes so that gaps can be easily identified and accounted for by incorporating them into other learning opportunities. As mentioned previously Learning for Sustainability, Enterprise and Global Citizenship should be woven across all learning.
- Setting out a calendar of annual events in the school would help with the ‘Current Events theme as would keeping an eye out for specific up and coming occasions. For example, great opportunities for data handling, chance and uncertainty and looking at current social and political issues were provided recently by the election. Teachers should note that the length of time spent on a learning theme will vary in duration from an hour to a week, a month or even several months!
- To help teachers begin to plan their learning themes, a Planning Overveiw, like this one should help identify the experiences and outcomes that will be used when developing key knowledge and skills in learners. The white box in the middle of this chart details the possible relevant learning contexts within the 4 contexts for learning. Experiences and Outcomes across all EIGHT curricular areas linked to these contexts surround this so that the totality of experience is taken into account. Exemplification of Experiences and Outcomes on Moray Glow will support teachers to become increasingly familiar with the knowledge and the skills within the Experiences and Outcomes
- A planning overview is the first step for schools to identify the contexts they are going to use and the Experiences and Outcomes associated with these contexts that they will cover. Once identified the experiences and outcomes would be transferred into curricular plans for each curricular area where teachers identify the knowledge and skills they will develop in their learners. The final stage of the planning process is when teachers plan a lesson or a series of lessons or even a learning programme in finer detail.
- Curricular Planning in all 8 curricular areas should link to the Planning Overview as Teachers transfer identified experiences and outcomes and begin to consider the structure of the programme / course / unit of learning / learning theme their learners require. Within the curricular plan account is taken of The Significant Aspects of Learning and their associated Progression Frameworks, the Context for Learning, the Experiences and Outcomes and Subject Specific Skills.
- By this stage, teachers will be clear about the learning that will need to take place. They should plan for the application, breadth and challenge of learning or ABCs as they will be increasingly referred to. Teachers will have identified exactly what knowledge and skills they need to teach and assess and will be ready to deliver this taking account of different approaches they can take to learning and the Moray Learning Cycle.
- Teachers should ensure that assessment always supports learning and promotes progression, breadth and depth in learning. Teachers should plan, design and carry out assessment as an ongoing part of learning and teaching. They should take account of the different approaches to assessment that can be used and how they use the significant aspects of learning to assess and track breadth, challenge and application of learning.
- Moderating learning is very important. Teachers should work with colleagues within their own school or ASG and use national guidance to develop a shared understanding and agreement of standards and expectations. These moderation activities will involve coherent planning, checking, sampling, reviewing and providing feedback for improvement but most importantly
- Tracking of progress and achievement, in any format, for example, on a spreadsheet or on SEEMIS is based on evidence of learning. Teachers should track progress using the Significant Aspects of Learning and their associated Progression Frameworks. Tracking should be updated regularly. Learners, with the help of their teachers, should select a FEW examples of whatever demonstrates the ‘latest and best’ examples of learning and achievement in each curricular area for their profile.
- My aim in developing this resource was to clarify understanding of how Curriculum for Excellence fits together and to provide my colleagues with all the resources they will need in the one easily accessible place. GLOW is the largest underused resource in Scottish Education at the moment. If you are ignoring it you are missing out on the one resource that could make our jobs easier and save TIME! Investing some time to come to grips with Glow would be worth it.