Our Curriculum JourneyOur Curriculum Journey

Duloch Primary and Duloch Primary and NurseryNursery

What needed to change?What needed to change?

Resource driven curriculumResource driven curriculum Staff confidenceStaff confidence Lack of continuityLack of continuity Expectations for pupilsExpectations for pupils Clear targets and tracking progressClear targets and tracking progress Quality feedback to bring about Quality feedback to bring about

improvementimprovement Support and challengeSupport and challenge

Our starting pointOur starting point

Developing a culture of self evaluationDeveloping a culture of self evaluation Recognising what ‘good’ or ‘very Recognising what ‘good’ or ‘very

good’ looked likegood’ looked like Building on current good practiceBuilding on current good practice Developing a collegiate approachDeveloping a collegiate approach Refreshing rationale and developing Refreshing rationale and developing

programmes and coursesprogrammes and courses Difficult conversationsDifficult conversations

What did we want to What did we want to achieve?achieve?

Curriculum fit for purpose relevant to our Curriculum fit for purpose relevant to our contextcontext

Clear rationale and structureClear rationale and structure Shared understanding of what we wanted Shared understanding of what we wanted

to achieveto achieve Shared understanding of best practiceShared understanding of best practice High expectationsHigh expectations Motivated, engaged learnersMotivated, engaged learners Raised attainment and opportunities for Raised attainment and opportunities for

achievementachievement

How we achieved itHow we achieved it

Whole school approachesWhole school approaches Effective transitionsEffective transitions Rigorous, effective self evaluationRigorous, effective self evaluation Professional dialogueProfessional dialogue Staff ownershipStaff ownership Recognising progress and celebrating Recognising progress and celebrating

successsuccess Revisiting and revisiting!Revisiting and revisiting!

Who was involved?Who was involved?

PupilsPupils What did Curriculum for Excellence mean What did Curriculum for Excellence mean

to them?to them? Involvement in their own learningInvolvement in their own learning Understanding of curriculumUnderstanding of curriculum How it impacts on classroomsHow it impacts on classrooms Taking responsibility for their own learningTaking responsibility for their own learning Planning for their own learningPlanning for their own learning

Who was involved?Who was involved?

StaffStaff Whole staff workshops / in serviceWhole staff workshops / in service TLC groupsTLC groups Campus expertise / working togetherCampus expertise / working together Leading LearnersLeading Learners Professional Dialogue sessionsProfessional Dialogue sessions Mentor supportMentor support

Who was involved?Who was involved?

ParentsParents Working groupsWorking groups ConsultationConsultation Show case weeksShow case weeks Learning logsLearning logs QuestionnairesQuestionnaires Use of multimediaUse of multimedia WorkshopsWorkshops

Who was involved?Who was involved?

Partners – consultation, Partners – consultation, collaboration and feedbackcollaboration and feedback

ClusterCluster High SchoolHigh School Key ProfessionalsKey Professionals CommunityCommunity PLC’sPLC’s

Literacy, Numeracy and Literacy, Numeracy and Health and WellbeingHealth and Wellbeing

Progressive pathways to support Progressive pathways to support planningplanning

Key focus on learning experiences Key focus on learning experiences and contexts for learningand contexts for learning

Planning for progression within and Planning for progression within and across levelsacross levels

Structured but not prescriptiveStructured but not prescriptive Responsibility of all - leadershipResponsibility of all - leadership

From there………………..From there………………..

Evaluating impactEvaluating impact Learner’s experiencesLearner’s experiences Further curriculum developmentFurther curriculum development Discrete subjects and IDLDiscrete subjects and IDL Staff knowledge and confidenceStaff knowledge and confidence Quality Improvement / self Quality Improvement / self

evaluationevaluation

Where are we now?Where are we now?

BGE and quality of curriculumBGE and quality of curriculum Totality of the curriculumTotality of the curriculum Confidence of staffConfidence of staff Assessment frameworkAssessment framework Review of curriculum rationaleReview of curriculum rationale Revisiting effective pedagogyRevisiting effective pedagogy

How has it made a How has it made a difference?difference?

"I feel that I have a better understanding of "I feel that I have a better understanding of the progression of my pupils as this is the progression of my pupils as this is

shown clearly in the new planning formats shown clearly in the new planning formats and I am confident that the contexts for and I am confident that the contexts for

learning I plan are supporting learning I plan are supporting development of knowledge and skills for development of knowledge and skills for

all pupils."all pupils."

Class TeacherClass Teacher

How has it made a How has it made a difference?difference?

‘‘Our professional dialogue sessions Our professional dialogue sessions have really developed my thinking have really developed my thinking

around curriculum and I feel we have around curriculum and I feel we have all contributed to the positive all contributed to the positive

changes that have taken place.’changes that have taken place.’

Class Teacher Class Teacher

How has it made a How has it made a difference?difference?

"CfE gives us the freedom to be "CfE gives us the freedom to be creative with what we teach whilst creative with what we teach whilst still providing us with clear targets to still providing us with clear targets to work towards." work towards."

Class TeacherClass Teacher

How has it made a How has it made a difference?difference?

‘‘It’s great to hear my child come home It’s great to hear my child come home and speak enthusiastically about and speak enthusiastically about their learning and the different their learning and the different

activities that are planned to help activities that are planned to help them progress.’them progress.’

Parent Parent

How has it made a How has it made a difference?difference?

‘‘There is a very clear focus on progression, There is a very clear focus on progression, breadth and continuity in learning. breadth and continuity in learning.

Programmes and courses effectively Programmes and courses effectively balance the progressive development of balance the progressive development of knowledge and skills. This is helping to knowledge and skills. This is helping to raise attainment and help staff to focus raise attainment and help staff to focus very clearly on pace and challenge for very clearly on pace and challenge for

children.’ children.’

Education ScotlandEducation Scotland

ImpactImpact

Clear progression and continuity in learningClear progression and continuity in learning Raised attainment across the schoolRaised attainment across the school Pupils planning their own learningPupils planning their own learning Pupils motivated to learn through a range of Pupils motivated to learn through a range of

relevant contextsrelevant contexts Pupils speaking confidently about their Pupils speaking confidently about their

learning and targetslearning and targets Deeper understanding of the curriculum and Deeper understanding of the curriculum and

relevant teaching approachesrelevant teaching approaches