Curriculum for Excellence Curriculum Design Principles

Wallacestone Primary

Develops a common vision between children, parents and staff• School Handbook• Parents’ forums / workshops• HT coffee mornings / afternoon teas• Parents on all SIP working groups• Open afternoons• Newsletters• Child initiated work• Home projects• AifL strategies: WALT; WILF• Parents attending assemblies• Soft start in primaries one and two• Sharing targets

Develops a common vision between children, parents and staff

(2)• Parents’ Council / PAWS• Pupil Council, ECO Group, SNAG etc• Homelink books / Chatterbox in nursery• 2 stars and a wish after events• questionnaires• Traffic lights• Parents’ evenings• Parent Helpers• Open door policy

Works together with parents to improve learning

• TAT’s, Learning Logs, Self Assessment jotters• Questionnaires• Open Afternoons• Parents’ nights• HT coffee mornings / afternoon teas• Open forums / workshops• Parent Council• Parent Helpers• Suggestion Box• World of Work week• Reports to parents

Works together with parents to improve learning (2)

• Open door policy• Jotters home regularly• Maths bags in nursery• Reading and homework• Parents on SIP working groups• 2 stars and a wish• Lending libraries• Assemblies – parents attending• Parents visits to nursery• Primary 1 book bags• Nursery curriculum focus newsletter• School newsletters

Works together with parents to improve learning (3)

• Nursery profiles• School website• “Worries” box• IEP review meetings• PAWS – fund raising for educational resources• Enterprise activities• Personal projects• Teachers’ phone calls and letters home• Personal projects

Works in partnership with other agencies and its community

• Parent experts• Focus weeks: world of work, health,

international, eco• Council personnel with expertise used• SEN expertise – psychology service,

SALT’s, OT’s, dental health service, school nurse and doctor, community police,

• Harvest distribution

Works in partnership with other agencies and its community (2)

• Active Schools’ Co-ordinator• Falkirk Herald• Chaplain / People’s Puppets / churches in the

community• PAWS• Top Sport• Charities / fund raising• Playgroups• Community visitors / specialists / skills• Library Services• Polmont Library• Forth Valley College

Works in partnership with other agencies and its community (3)

• Social work• EYO students and teaching students• People on work experience• Probationer support• I.L.C.• International visitors• School trips out• Visitors in• Falkirk Football Club

Promotes well being and respect

• Healthy eating promoted• School lunches• Travelling tuck• Nursery snack• Nursery outdoor play• Nursery top sport / tennis, golf • Nursery fruit to take home• Nursery toothbrush programme• Health week• School nurse

Promotes well being and respect (2)

• School Values promoted including “value assemblies”• Staff HWL 2nd level• ILC health day• Pupil council / ECO group• SNAG• Mini topics• School rules• Community dietician• PSD / Circle Time• Nursery Golden Tree• PE / Sports Day• Extra curricular clubs

Promotes well being and respect (3)

• Infant fruit 3 days a week• Prefect responsibilities• Peer mediators / play leaders / buddies• House points• Citizenship• Golden rules• Charity work• Harvest • Enterprise• Collaborative learning opportunities• Critical skills programme /thinking hats

Promotes well being and respect (4)

• Circle time

• International education / Angus

• Stories

• Class helpers

• Tidy up time

Develops a culture of ambition and achievement

• Enterprise• Galaxy of stars• Success assemblies• Good work• Smart board• Maths challenge• Star writer• Photograph/picture in “Special Book”• ICT in the curriculum display boards• News wall• Photographs• Extra curricular clubs leading to entry to competitions

Promotes well being and respect (2)

• Culture of praising children• Distributed leadership for staff and children• Golden tree in nursery• Chatterbox in nursery• Story-telling festival• Inter-school competitions• Entry to national and local competitions• House points• Display of pictures / work

Promotes well being and respect (3)

• School website• Class blogs• Eco school with two green flags• Pupil council• Classroom awards• Fruity Friday• Target setting• Formative assessment• World of work week• Poetry / Burns’ competition• Prize Giving / Awards Assembly• Leavers’ Assembly

Promotes well being and respect (4)

• General discussions working with parents

• Staff development and review

Challenge and enjoyment

• Concert / performances• Range of interesting activities• Enterprise• Soft start• AifL: self and peer assessment• Positive and support environment• 7 up challenge• Clear targets• New outdoor classroom• Differentiation• Extend activities relevant to each child

Challenge and enjoyment (2)

• Critical skills challenges• Thinking Hats• High expectations• Culture of risk taking• Encouragement from staff• Earned rewards• Visitors to school• Mixing with peers and different social groups• Focus groups

Challenge and enjoyment (3)

• Planning with children• Active learning – ICT / value of play etc• Christmas parties• Golden time• Formative and summative assessment• Sports day• Extra curricular clubs• House awards• Maths challenge

breadth

• Plan for 8 areas of CfE• Evaluation• Range of resources• Cross curricular links • Observations• Assessments• Child initiated / adult initiated learning• Focus weeks – use different approaches and methods• Outside agencies• Link to the community

Breadth (2)

• Transition records – playgroups, nurseries, secondary

• Use of ICT (across curriculum)

• Parental support (homework)

• Extra curricular club

• Trips out / visitors in

Coherence

• Teamwork• Well planned / cross curricular lessons• Shared learning intentions / also the “why” –

relevance to children• Building on previous knowledge• Appropriate homework – share with parents• Next steps and evaluations• Whole school planning• Share views and ideas

Coherence (2)

• Everyone “singing from same hymn sheet”• Staff share views and ideas• Transitions from each stage• Links with support for learning• Using the “shared area” to share

resources• Induction for new staff• Planning with stage partners

Personalisation and choice

• Target setting• Child led learning• Critical skills programme learning• Independent learning• Individual learning styles• Extra curricular activities• New homework style• Early years learning profiles• Soft start• Active learning

Personalisation and choice (2)

• TAT’s, Learning Logs and Self Assessment jotters

• Free play• Differentiation• Personal research topics• Prefect duties• Topic planning• Peer mediators• Buddies• Play leaders

Personalisation and choice (3)

• IEPs

• Use of free time

• Choice of order of work

• Pupil council

• School captains / ambassadors

• House captains

• Class reps on various pupil committees

Depth

• Cross curricular / multi-disciplinary working – linking learning

• Planning / mind mapping with pupils – flexible planning

• Take children’s ideas and explore further• Approaches to learning e.g. active learning• Staff life skills and experiences• Use of resources• Hands on experience

Depth (2)

• Staff training courses put to good use• Trips / visitors etc• Individual research• Re-visit learning / plenary• Nursery planning• Focus weeks• Sharing good practice• Sharing with parents and carers• Scaffolding• Very good pedagogy• Thinking Hats

Relevance

• Relating to real life contexts• Age and stage appropriate• Differentiation• Awareness of lifestyle issues• Making links / clarifying connections between

the past, now and the future• Child initiated learning / planning topics together• Critical skills programme challenges• Thinking hats• Finding out prior learning

Relevance (2)

• Parental feedback / contribution• World of work• Link to the community / local and wider/national • Focus weeks: international, eco, world of work• ICT and other media resources• Homecoming week – Scottish links• Listing children’s interests for creative planning

Progression

• Planning – outcomes – next steps – plenary• Nursery – focus children• Evaluation (pupil and teacher)• Differentiation ensuring pace and challenge• Transition records and visits• National testing results• Curriculum for Excellence / 5-14 guidelines• Baseline / end of P 1 assessment

Progression (2)

• Self progression through target setting

• TATs / self assessment / learning logs

• Self/peer assessment / teacher assessment

• Reporting and recording

• Good use made of IEP’s and Group EP’s

• Assessment is for Learning / formative assessment