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

Remind me, why we are doing this ….?

“The Curriculum …should give young people the confidence, attributes and capabilities to make valuable contributions to society

page 11 A Curriculum for Excellence 2004

Progress and proposals redefines the scope of the

curriculum

What’s in the frame?

The ethos and life of the school as a community

Curriculum areas and subjects

Interdisciplinary projects and studies

Opportunities for personal achievement

challenge and enjoyment breadth progression depth personalisation and choice coherence relevance across the entire curriculum

Arrangements for assessment and qualifications support the purposes

New structure of levels for progression

Activities brought together to achieve:

Organising the learning: building up the picture

Experiences and outcomes developed within and across curriculum areas

Bottom lines and scope for flexibility defined clearly

How might we recognise A Curriculum for Excellence?

• Values, purposes and principles• Learner at the centre• Pupil voice• Professional enquiry and leadership• Emphasis on pedagogy• ‘newer’ principles evident • Connections across and within

curriculum areas• Opportunities for specialisation

How might we recognise A Curriculum for Excellence?

• Collaborative learning and working, within and across sectors (pupils & staff)

• Opportunities for transfer of learning and personal achievement

• Assessment supporting learning• Learning to learn• Use of technology (GLOW)• Design of Physical environment

Curriculum Architecture : Scope for flexibilityIn

• how things are taught

• how learning activities are organised across the school - scope for quite different approaches

• within parameters, what is taught

• design of interdisciplinary activities and opportunities for personal achievement

Through• emphasis on outcomes not inputs

• fostering and using teachers’ professionalism, creativity and knowledge of their students

• expectations set out as tools and guidance - not prescriptive models

• “timetabling” as servant not master

• use of partnerships

Implications

• Leadership

–Increased expectations

–Support professional dialogue and debate

–Opportunities to be creative in curriculum design

Curriculum Architecture

Graeme LoganHead TeacherPeel Primary SchoolWest Lothian Council

Curriculum ArchitectureOverview of Presentation

Examples from our journey to excellence Ideas/ strategies that you can transfer Re-shaping the curriculum Planning for joined-up learning Moving on with formative assessment as

part of CfE

My aim as a Headteacher

For every child to become an architect of

their own learning

This is a very exciting time for This is a very exciting time for teaching professionals. teaching professionals. Be positive ! Or you might turn Be positive ! Or you might turn into……..into…….. Blameless BobBlameless Bob always has an always has an

excuse for everythingexcuse for everything Whining WendyWhining Wendy complains no complains no

matter what she is asked to domatter what she is asked to do Thumb-twiddling TomThumb-twiddling Tom lacks lacks

motivation and initiativemotivation and initiative Insubordinate subordinateInsubordinate subordinate

challenges you in front of other challenges you in front of other workers and managersworkers and managers

Tortoise TeresaTortoise Teresa shows up late and shows up late and is last to do everythingis last to do everything

Amy attitudeAmy attitude has a negative attitude has a negative attitude that brings everyone downthat brings everyone down

Hand-holderHand-holder needs constant needs constant supervisionsupervision

Early retiree RonEarly retiree Ron has been around has been around a while and is beginning to practice a while and is beginning to practice at-work retirementat-work retirement

WorrywartWorrywart is worried about is worried about everything and panics over changeeverything and panics over change

Clock-watching CliveClock-watching Clive never works never works late and has a shop keeper mentalitylate and has a shop keeper mentality

‘ ‘By the age of 16, the average adult in By the age of 16, the average adult in the UK will have done 75% of the the UK will have done 75% of the writing they will do in their lifetime’writing they will do in their lifetime’

‘‘80% of the jobs that 80% of the jobs that current Primary 1 pupils current Primary 1 pupils will do, do not exist yet’will do, do not exist yet’

BT Futurologist2005

Those who lack the courage to change will always find a philosophy to justify it.

Shaping the Curriculum Meeting the needs of the learners in our

school What are the core skills/ outcomes we want

for every pupil after 7 years of primary ed Promoting: excitement, fun, magic

moments, focus on learning to learn

Essential to Every LessonEssential to Every Lesson

Sell Benefits Share Content

Share ProcessMr What/Miss How

Is your lesson Is your lesson worth worth

behaving for ?behaving for ?

What was memorable about your last lesson?

You can aim too high….

Learning at the top of the agenda…Learning at the top of the agenda…

Learning assembliesLearning assemblies

Collective focus for celebrating success: 4 Collective focus for celebrating success: 4 capacitiescapacities

Learning and teaching leading every assembly – Learning and teaching leading every assembly – outcomes of monitoring, launch of collective outcomes of monitoring, launch of collective focus, TLC presentation on excellent lesson focus, TLC presentation on excellent lesson structure……….structure……….

Programme of study for learning to learnProgramme of study for learning to learn

Moving from a plasma screen in the reception Moving from a plasma screen in the reception area to a virtual ethos network!area to a virtual ethos network!

Core Policy on Learning, Teaching and Assessment What does an excellent lesson look like? Response codes Agreed practices – every lesson, every day,

every week, block, etc Characteristics and behaviours of excellent

teachers Translating the latest research and connecting

practices in learning, teaching and assessment Learning to learn walls and toolboards.

Dialogue on the craft of teaching is Dialogue on the craft of teaching is the most important part of the the most important part of the

re-shaping processre-shaping process

What do you believe in ?What do you believe in ?

Why did you become a teacher ?Why did you become a teacher ?

What does excellent look like……What does excellent look like……

Professional reading programmeProfessional reading programme

Home teams for teachersHome teams for teachers

Mini-internal secondmentsMini-internal secondments

National shift from PROCESSES to National shift from PROCESSES to OUTCOMESOUTCOMES

What does an excellent lesson look like in What does an excellent lesson look like in our school ? (features/ characteristics)our school ? (features/ characteristics)

What are the core outcomes we want for What are the core outcomes we want for every young person leaving our school ?every young person leaving our school ?

Core learning to learn tools in staff Core learning to learn tools in staff handbookhandbook

Evaluate everything in terms of Evaluate everything in terms of IMPACT and OUCTOMES for pupilsIMPACT and OUCTOMES for pupils

Forward Planning processForward Planning processTeacher EvaluationsTeacher EvaluationsThe ‘The Learning Council’The ‘The Learning Council’Reflection each day for yourself as a Reflection each day for yourself as a leaderleaderThe ‘distractions dump’ in the staffroomThe ‘distractions dump’ in the staffroomThe most important thing teachers do in The most important thing teachers do in non-contact time is plan exciting, non-contact time is plan exciting, memorable lessonsmemorable lessons

Planning for joined up learningPlanning for joined up learning

Every school needs to start professional dialogue on re-Every school needs to start professional dialogue on re-designing planning for learningdesigning planning for learningGet rid of highlighter pens and post it notes!!!Get rid of highlighter pens and post it notes!!!Losing the neat and sterile ‘compartments’Losing the neat and sterile ‘compartments’Starting with main pupil outcomes/ highlights for the year Starting with main pupil outcomes/ highlights for the year aheadaheadIdentifying main contexts for learning in the year ahead, Identifying main contexts for learning in the year ahead, then grouping experiencesthen grouping experiencesEmphasis on weekly/ daily planning, minimal medium Emphasis on weekly/ daily planning, minimal medium term plans, big picture route map long term planterm plans, big picture route map long term planUse of ‘I can’ terminology in planning, pupil target Use of ‘I can’ terminology in planning, pupil target setting, reflection, current 5-14 outcomes (example)setting, reflection, current 5-14 outcomes (example)

Teacher CPD – impact, impact, Teacher CPD – impact, impact, impact !impact !

Key question to start every reviewKey question to start every review

I am a child sitting in your classroom. What I am a child sitting in your classroom. What

have I seen, heard and experienced that is have I seen, heard and experienced that is

different as a result of your CPD activities ?different as a result of your CPD activities ?

We are a solutions focused school

Policy for parents, pupils and staff:Before you present a problem or difficulty, you must have thought of2 possible solutions

Moving on with Formative Assessment

Have you ‘done it’ ! Agreed practices Progression in the use of the strategies Response policy replacing marking policy Lesson plenary/ reflection activities using

the ‘I can…’ ACfE terminology Central Scotland Partnership

Year of Engagement 07/08Year of Engagement 07/08

EA CPD/ support on: outcomes, experiences, EA CPD/ support on: outcomes, experiences, architecture.architecture.

EA planning for transition from 5-14 to CfEEA planning for transition from 5-14 to CfE

Schools to focus on early adoption of: active Schools to focus on early adoption of: active learning in P1 and beyond, planning connected learning in P1 and beyond, planning connected learning and inter-disciplinary worklearning and inter-disciplinary work

Revising curriculum structures, including Revising curriculum structures, including planning and assessment, guidance to staff on planning and assessment, guidance to staff on curriculum balance/breadthcurriculum balance/breadth