CurriculumDesignDay 4

Leading a world class curriculum

“Leadership influences all aspects of the work of an early learning and childcare or learning community. Strong and effective leadership is required at all levels to deliver the promotion of continuous improvement and excellence for all learners expected through CfE.”

Education Scotland Inspection Advice Note June 2014

Aims Day 4

Explore and with each other where you are at with your curriculum designs and challenge each other to think of next steps

Share ideas and practice:

Reducing bureaucracy, Progression, Totality of learning

Explore and get to grips with support and resources available

What you said . . .

Exemplification 21

Time for dialogue with colleagues 20

Officer support 20

Support for prim-sec transition 13

On desired forms of support:

What you said . . .

Progression (all forms) 50

Parental involvement 27

Primary-secondary transition 24

Health and Wellbeing 20

Evaluate impact of changes 18

On next steps:

“Regularly reviewing and improving yourcurriculum is a ‘catch all’ task.”

HM Inspector March 2014

The three ‘w’ questions

What are we doing?

Why are we doing it?

Where is taking our children in their learning?

The three ‘H’ questions

How are we doing?

How do we know?

How are we going to improve?

Where are you with your curriculum design?

A ‘final’ curriculum design

An emerging design

In need of further support

Where are you with your curriculum design?

A ‘final’ curriculum design

An emerging design

1. Plenty of evidence that you were well on the way in terms of (1) above.

2. You are actively engaging staff and others in putting the design into practice in terms of (2) above

In need of further support

1. A plan, design or statement that outlined your curriculum rationale and is built on a shared understanding of how its application.

2. The curriculum design in practice is leading to well planned and joined up learning across all four contexts.

1. In the early stages in terms of (1) above.2. Looking for ideas and support in engaging others in terms of

(2) above.

National expectation HM inspectors do not promote or endorse any particular

curriculum model.

And neither should any of us.

Instead, whatever model is in place should enable “the curriculum to be dynamic, to reflect innovation and to be flexible to meet the needs and interests of children and young people”

Improving the curriculum through self-evaluation

HM inspectors do not evaluate curriculum plans not yet being delivered, but will engage in professional dialogue about these, and will take account of processes in place to develop the curriculum.

The Hot Issues . . .

Tackling bureaucracy

Planning for progression

The totality of learning (The Four Contexts)

ES Curriculum Area ‘Packs’

Cover

NAR flowchart (poster)

CfE Making good assessment decisions 3-18 (poster)

Principles and Practice

Experiences and Outcomes

Professional Learning Paper: Assessing progress and achievement (includes significant aspects of learning)

Progression Framework

Annotated example

A & B Assessment Forum materials

Framework for Assessment, Quality Assurance and Moderation

Assessment toolkit 1

Toolkit rationale

Tracking sheet

Assessment and moderation record

Toolkit materials

Evaluating CfE using the design principles