Curriculum Design Day 1

11th -14th November 2013

Inveraray Conference Centre

Aims of the dayTo share progress on your curriculum plans, identify priorities for action andidentify any support required, by:

• Talking• Arguing• Debating• Thinking deeply• Tearing apart• Putting back together again• Gnashing teeth• Wailing• Groaning• And being open, honest and positive

The three ‘W’ questions

• What are we doing?

• Why are we doing it?

• Where is taking our children in their learning?

Moving forward . . .The three ‘H’ questions

• How are we doing?

• How do we know?

• How are we going to improve?

The Curriculum

“The totality of learning experiences, irrespective of where the learning

takes place.”

• Curriculum areas and subjects• Interdisciplinary learning• Ethos and life of the school/establishment• Opportunities for personal achievement• Literacy and numeracy across learning• Health and wellbeing across learning• Skills for learning, life and work• The assessment process• Recording, reporting and profiling• Sustainability (cross-cutting)• Vision, values and aims• ICT (cross-cutting) • Enterprise (cross-cutting)• Leadership for learning 3 – adult• Partnerships for learning• Creativity (cross-cutting)• Personal support for learning• And more . . .

A curriculum ‘taxonomy’• 1 PROVISION • 2 PLANNED PROVISION/APPROACH • 3 PLANNING INCLUDES PARTNERS • 4 PLANNING SUPPORTS CHALLENGE/PROGRESSION • 5 APPROACH LEADS TO EVIDENCE OF LEARNING • 6 LEARNER ENGAGEMENT IN DISCUSSING ‘IN-HOUSE’ PROGRESS AND

ACHIEVEMENT • 7 ACHIEVEMENT ACROSS SETTINGS INFORMS LEARNER DISCUSSIONS • 8 LEARNER AWARENESS OF THEMSELVES AS LEARNERS (ACROSS SETTINGS)

Children and young people are entitled to:• a curriculum which is coherent and continuous from 3 to 18. • a broad general education, based on the experiences and outcomes

and planned across all the curriculum areas, from early years through to S3.

• opportunities for developing skills for learning, skills for life and skills for work.

• continuous focus on literacy, numeracy and health and wellbeing.• universal and targeted support to enable them to gain as much as

possible from the opportunities which Curriculum for Excellence can provide.

• support in moving into positive and sustained destinations beyond school.

Thinking about curriculum

National ExpectationsAugust 2013

AIM

• Reflect on your curriculum. • How do you know how effective it is?• What do you need to ask of yourself and of

your staff?

“We need a curriculum which will enable young people to

understand the world they are living in, reach the highest levels

possible of achievement, and equip them for work and learning

throughout their lives.” Curriculum for Excellence 2007

Successful Learners Confident Individuals Responsible Citizens Effective Contributors

The classroom of the future should not be limited to a classroom at all – an ‘excellent’ curriculum would

go beyond the traditional boundaries and offer real-world learning experiences…

“Developing the curriculum is

everybody’s job”“Improving Our Curriculum Through Self

Evaluation” HMIe

“..It is easier to relocate a

cemetery than change the

school curriculum…”

US President Woodrow Wilson 1914

1908

2013

Vital attributes

Turn to your elbow partner and see how manyattributes you can list.

:

Building from stage to stage, we are confident that children are growing their attributes of:

enthusiasm and motivation for learning, determination to reach high standards,

openness to new thinking and ideas, self-respect, sense of physical, mental and emotional well being,

secure values and beliefs, ambition, respect for others, commitment to participate responsibly in political, economic, social and cultural life,

enterprising attitudes, resilience, and self-reliance

Capabilities

• Turn to your elbow partner and see how many capabilities you can list.

:

Building from stage to stage, we are confident that children are growing their capabilities of:

literacy, communication, numeracy, technology, creative and independent thinking, learning independently and in groups, reasoning, linking and applying learning, relating to others, managing themselves, pursuing a healthy and active lifestyle, self-awareness, developing own beliefs and view of the world, living as independently as they can,

assessing risk and making informed decisions, achieving success in different areas, developing knowledge and understanding of the world and Scotland’s place in it, understanding different beliefs and cultures, making informed choices and decisions, evaluating environmental, scientific and technological issues,

developing informed, ethical views of complex issues, communicating in different ways and in different settings, working in partnership and in teams, taking the initiative and leading, applying critical thinking and new contexts, creating and developing, solving problems.

Principles of Curriculum Design

Whole Curriculum

Higher order thinking skills

Curriculum Assessment

Learning and teaching

A joined-up approach to learning, teaching and assessment

Breadth, Challenge, Application

• What does breadth, challenge and application in learning look like?

• Breadth

What does progress look like?

Numeracy:Increasing range of skills and concepts

Literacy:Increasing range of texts

Expressive Arts:Increasing skill and confidence in presentations and performances

The Sciences:Wider range of scientific language, formulae and equations

Increasing number of Es and Os

Increasingly detailed descriptions and explanations

• Challenge

What does progress look like?

Numeracy:Solving problems in unfamiliar contexts, responding accurately and confidently to more complex contexts

Literacy:Increasing complexity of of texts: length, structure, vocabulary, ideas, concepts

Expressive Arts:Increasingly complex pieces of work, evaluating own and others’ work

The Sciences:Increasingly complex scientific concepts, range of variables, complex information

Developing HOTS Increasing independence

• Application

What does progress look like?

Recording and presenting thinking in different ways

Creating texts to persuade, argue, explore ideas

Applying and using skills and knowledge creatively

Presenting, analysing and interpreting evidence to draw conclusions

Finding, selecting, sorting, linking information from variety of sources

Applying skills and knowledge to different situations

‘I’ve never yet found a written test of any sort that can begin to tell an examiner who a child is. If we could devise a system that encourages children to understand themselves and their worth, to recognise their responsibility to the world and all who dwell in it, then we will do them a better service than grading them on the basis of their ability to remember facts and figures.’

Rabbi Pete Tobias

Do you know?

• Discuss and what might you do with your staff to enable you to make these confidence statements.