1) The document discusses curriculum development in schools and outlines key considerations for developing curriculum, including involving various stakeholders and thinking about preparing students for the future.
2) It provides examples of learning themes and experiences that could be incorporated across subjects, such as sustainability, enterprise, and global citizenship.
3) Guidelines are given for curriculum planning at various levels, from overall planning down to individual lesson plans, and considerations for assessment and tracking student progress are also outlined.
6. EducationandSocialCare
How is your school preparing your children for
the future? The following clips will help
schools understand what they should be aiming
for.
Shift Happens -
https://www.youtube.com/watch?v=PcZg51Il9no
How to escape Education’s death Valley – TED talk
by Sir Ken Robinson – which refers to the American
Education System but much of what he says could
be about our Education System.
http://www.ted.com/talks/ken_robinson_how_to_escape_education_s_death_valley?language=en
For further information and resources see Moray Glow - Curriculum – The Aim – 9-11
8. EducationandSocialCare
Every Vision
will be different
because the
context of the
school
For further information and resources see Moray Glow - Curriculum -The Vision -16 - 18
10. EducationandSocialCare
By developing their…
Knowledge, Skills and Characters (Attributes)
By using…
The Experiences and Outcomes
The Significant aspects of learning
and their associated progression frameworks
The skills identified within the 4 capacities
The SHANARRI Wellbeing indicators
For further information and resources see Moray Glow
- Curriculum - Knowledge, Skills and Attributes -19 -
23
To Create…
A Skills
Based
Curriculum
11. EducationandSocialCare
The Building Bricks…
English and Literacy
Maths and Numeracy
Health and Wellbeing
Sciences
Technologies
Social Subjects
Religious and Moral Ed
The Cement = Life and work of the school, curricular areas, interdisciplinary
learning and personal achievement
Expressive Arts
If only building
a learning
programme was
this easy!
For further information see Moray Glow - Curriculum - Contexts for Learning - 24 - 27
Themes Across
Learning
Sustainability
Enterprise
Global Citizenship
12. EducationandSocialCare
RESONSIBILITY OF ALL
Literacy
Numeracy
Wellbeing
LEARNING THEMES
STEM – Science, Technology Maths ,
and Engineering
Eco Schools
Financial Education
Learning about Scotland
Food and Health
Current events
Experience and
Outcome
Lit 21a = spelling
SAol – Write with
increasing
accuracy making
effective use of
spelling, grammar
and punctuation
For further information see Moray Glow - Curriculum - Planning Overview - 30
13. EducationandSocialCare
School
Context
Sustainability Global Citizenship Enterprise
English
Health
RME
Expressive
Arts
Modern
Languages
Social
Subjects
Technologies
Science
Mathematics
Literacy
Numeracy
Eco
Schools
Current
Events
Food &
Health
Wellbeing
STEM
Scotland
Finance
For further information see Moray Glow - Curriculum - Planning Overview – 30 - 33
14. EducationandSocialCare
Term 1 Term 2 Term 3 Term 4
Residential
John Muir
Harvest
Planning for
Progress
Clock change
Be safe be seen
Remembrance
St Andrews
Bonfire – fire
safety
Christmas
Alzheimer’s
Scotland
Chinese New
Year
Burns Day
UNICEF day of
change
Pancake Tea
Easter
Summer Fair
Sports
Reports
Transition
School garden
Further information and resources see Moray Glow - Curriculum - Contexts for Learning - 26
15. EducationandSocialCare
Numeracy and Mathematics
Experimenting with measurement MNU 0-11a
Estimate then actually measure MNU 1-11a
Estimating measurements MNU 2-11a
Common units of measure & calculations
MNU 2-11b
Perimeter and volume MNU 2-11c
Literacy and English
LIT 0-14a Use of environmental print & texts to
plan, make choices and learn new things
LIT 1-14a Find, select, sort and use information
for a specific purpose
LIT 2-14a Use different types of texts to
find, select, sort and use information for a
specific purpose
Health and Wellbeing
Expressing Feelings and Managing Behaviour
HWB 0 to 4-1a – Expressing feelings and talking about
them
HWB 0 to 4-2a – The influence our thoughts and feelings
have on our behaviour
Social Subjects
Context – Community Resilience
Explore & discover interesting features of local
environment SOC 0-7a
Explore features of local landscape SOC 1-7a
Major features of Scotland's landscape SOC 2-7a
I can describe the major characteristic features
of Scotland's landscape and explain how these
were formed.
Contexts for Learning
Life and Work of the School , Interdisciplinary
Learning , Personal Achievement, Curriculum
VC Day
Eco Schools Waste minimisation
Community Resilience
Food and Health – Scottish food
School Website
Easter
Expressive Arts
Music
Context – Writing a song about William
Anderson
Express and communicate ideas, thoughts and
feelings through musical activities EXA 0 –
2-18a
Art & Design – COLLAGE
Context – Finish WW1 art.
Create and present work using the visual elements
EXA 1-3a
Create and present work showing developing skill
using the visual elements and concepts
EXA 2-3a
Sciences
Context – Eco Community Group
Throughout all my learning, I take appropriate
action to ensure conservation of materials and
resources, considering the impact of my actions
on the environment.
TCH 1-02a
Technologies
Context – Pupils will develop their ability to use
their iPad and various apps to support learning.
Community groups to develop the school website
and skills for eportfolios.
TCH 0-03a – I explore software and use what
I learn to solve problems and present my ideas,
thoughts or information
TCH 1-4a and 2-4a – I explore and experiment
with the features and functions of computer
technology and I can use what I learn to
support and enhance my learning in different
contexts.
Religious and Moral
Education
Beliefs - Exploring beliefs across all faiths
Context - Islam
Explore stories etc to become familiar with some
beliefs of other world religions RME 0-4a
Explore stories from world religions RME 1-4a
Develop knowledge of other religion beliefs
by exploring some places and artefacts RME 1-4b
Talk about own beliefs RME 1-4c
For further information see Moray Glow - Curriculum - Planning Overview - 28 - 33
18. EducationandSocialCare
At this stage teachers will be planning
A lesson or a series of lessons
Programmes/courses/units of learning
For further information and resources see Moray Glow - Curriculum
- Programmes, Courses, Units of Learning - 36 -
Learning
Approaches
•Active Learning
•ICT in Education
•Creativity
•Outdoor
Learning
•Co-operative
and
Collaborative
learning
•Peer Education
•Reggio Emilia
19. EducationandSocialCare
How much and how well?
Assessment should…
be part of planning
support learning
be ongoing
promote progression, breadth and depth
Moray Glow - Curriculum – Assessing Progress and Achievement - 41 - 46
21. EducationandSocialCare
Must be based on what the learner can …
MAKE SAY WRITE DO
Moray Glow - Curriculum - Recording and Tracking Progress and Achievement – 49 & 50
This resource works as any power point presentation would. However a commentary has been recorded on to the presentation which can be repeated at any point by clicking the speaker icon on the bottom right hand corner of each slide. Links to the relevant hyperlinked resources are highlighted in red on each slide and should be accessed separately on a different tab via the Curriculum Design landing page on Moray Glow.
There are many different components of Curriculum for Excellence but how do they fit together to create a coherent curriculum that will meet the needs of the learners in your school? The following presentation along with the hyperlinked resources available on Moray Glow should help schools build a appropriate curriculum that will provide opportunities for application and breadth of learning as well as the challenge that all learners need to fully develop their capacity.
The rationale is the thinking various groups within a school should do before they start to build the curriculum. These groups would include the Head Teacher, all staff, pupils, parents and partners. Thinking should be informed by local and national advice and the context of the school.
There is a lot of national and local advice available to schools but which advice would best inform all stakeholder understanding of what schools should be trying to do?
Local advice comes in the form of the Moray 2023 Plan for the Future and Moray’s Strategy for Raising Attainment. National advice includes the 2004 Curriculum Review Document, Education Scotland’s GIRFEC advice – Health and Wellbeing Across Learning, The entitlements part of Building the Curriculum 3 and the General Teaching Council suite of standards; the standard for registration, the standard for career long professional development and the standards for leadership and management and the most recent Early Years document – Building the Ambition.
All these documents can be found on Moray Glow.
Stakeholders should also consider the context of the school.
The context is really important as it is unique to every school and it changes all the time. Schools should be aware of what this is like and take account of it. The context includes, the social demographic of pupils, parents, staff and partners, the geographical and historical context of the area and beyond, the partnerships the school has forged with parents, local people, industries, businesses and employers and any current events that impact on what is happening in the school.
When all school stakeholders have fully considered and UNDERSTOOD the Rationale Documents and Advice they should work together to identify their AIM. The AIM in a school should be about building the capacity of the children and young people and should be at the heart of everything the school does.
The links to the clips provided here should support stakeholders in their understanding of what they should be aiming to do – which is Developing the Capacity of their children and young people.
Advice on DEVELOPING CAPACITY can be found in the 2004 review document or BTC 0 as it is sometimes known. BtC 0 exemplifies the Purposes of the Curriculum or the 4 capacities. In this slide it is easy to see where the skills lie in the 4 capacities .
At this point stakeholders should also consider and identify the values within the 4 capacities that they are trying to instil in their learners.
DEVELOPING capacity in every curricular area is exemplified further in BtC 1, more details of this resource can be found through Moray Glow and at the beginning of each curricular area planner.
When the whole school community is clear about what they are aiming to do they should consider what their aim will look like when it is working. This is the vision for the school and since this is based on the Rationale Advice and the AIM detailed previously, the vision will be about how the school will develop the 4 capacities in their learners.
Schools may wish to create a catchy mission statement but should be very careful that they fully articulate their aim, their vision and their values separately.
By now schools will be able to identify the thinking behind their curriculum otherwise known as their curriculum rationale. This will be based on their aim, vision and values and the context of their school.
A clear shared aim, the vision for the school and the values that stakeholders identify are the foundations of a school. The Skills for learning, life and work that a young person will need to fully develop their capacity are built on these.
So how would a school develop the capacity of its pupils?
Schools have always developed the knowledge of its pupils and this hasn’t changed. The Experiences and Outcomes and more specifically the progression frameworks associated with the significant aspects of learning identify the key knowledge our learners will need.
However what has changed is the need to make the curriculum much more skills based so that our learners develop four types of skills. Skills for Learning, Skills for Life, Skills for Work and Skills specific to a subject area. These can all be found within the Experiences and Outcomes, the Significant aspects of learning and their associated progression frameworks, the skills identified within the 4 capacities and the Wellbeing indicators (SHANARRI).
Pupil profiles should reflect the skills our Young People are developing.
In order to provide and deliver a coherent skills based curriculum schools should take account of advice in BtC3 which outlines the need to provide learning opportunities across 4 contexts for learning –
Life and Work of the School
Curricular Areas
Interdisciplinary Learning
Personal Achievement
From the picture you can see that the contexts are like the cement. They hold the structure of the curriculum together. Schools will build different structures or learning programmes, according to the context of the school and the needs of their pupils.
Themes of Global Citizenship, Enterprise and Learning for Sustainability should be built in across the curriculum
A good place to start is to consider the programmes you have already particularly within the Responsibility of All subjects of Literacy, Numeracy and Wellbeing. For a very simple, straightforward example; Literacy 21a is the spelling experience and outcome that is associated with the Significant Aspect of learning for writing with increasing accuracy. So the progression across E and O 21a should be built into a school’s spelling programme.
Other learning themes listed here and the relevance they have to the context of the school should then be considered.
These are STEM, Eco Schools, Financial Education, Learning about Scotland, Food and Health and current events. Schools should associate or bundle appropriate Experiences and Outcomes from the curricular areas within these themes. They should track the coverage of the Experiences and Outcomes so that gaps can be easily identified and accounted for by incorporating them into other learning opportunities.
As mentioned previously Learning for Sustainability, Enterprise and Global Citizenship should be woven across all learning.
Setting out a calendar of annual events in the school would help with the ‘Current Events theme as would keeping an eye out for specific up and coming occasions. For example, great opportunities for data handling, chance and uncertainty and looking at current social and political issues were provided recently by the election.
Teachers should note that the length of time spent on a learning theme will vary in duration from an hour to a week, a month or even several months!
To help teachers begin to plan their learning themes, a Planning Overveiw, like this one should help identify the experiences and outcomes that will be used when developing key knowledge and skills in learners. The white box in the middle of this chart details the possible relevant learning contexts within the 4 contexts for learning. Experiences and Outcomes across all EIGHT curricular areas linked to these contexts surround this so that the totality of experience is taken into account.
Exemplification of Experiences and Outcomes on Moray Glow will support teachers to become increasingly familiar with the knowledge and the skills within the Experiences and Outcomes
A planning overview is the first step for schools to identify the contexts they are going to use and the Experiences and Outcomes associated with these contexts that they will cover.
Once identified the experiences and outcomes would be transferred into curricular plans for each curricular area where teachers identify the knowledge and skills they will develop in their learners.
The final stage of the planning process is when teachers plan a lesson or a series of lessons or even a learning programme in finer detail.
Curricular Planning in all 8 curricular areas should link to the Planning Overview as Teachers transfer identified experiences and outcomes and begin to consider the structure of the programme / course / unit of learning / learning theme their learners require.
Within the curricular plan account is taken of The Significant Aspects of Learning and their associated Progression Frameworks, the Context for Learning, the Experiences and Outcomes and Subject Specific Skills.
By this stage, teachers will be clear about the learning that will need to take place. They should plan for the application, breadth and challenge of learning or ABCs as they will be increasingly referred to. Teachers will have identified exactly what knowledge and skills they need to teach and assess and will be ready to deliver this taking account of different approaches they can take to learning and the Moray Learning Cycle.
Teachers should ensure that assessment always supports learning and promotes progression, breadth and depth in learning. Teachers should plan, design and carry out assessment as an ongoing part of learning and teaching. They should take account of the different approaches to assessment that can be used and how they use the significant aspects of learning to assess and track breadth, challenge and application of learning.
Moderating learning is very important. Teachers should work with colleagues within their own school or ASG and use national guidance to develop a shared understanding and agreement of standards and expectations. These moderation activities will involve coherent planning, checking, sampling, reviewing and providing feedback for improvement but most importantly
Tracking of progress and achievement, in any format, for example, on a spreadsheet or on SEEMIS is based on evidence of learning. Teachers should track progress using the Significant Aspects of Learning and their associated Progression Frameworks. Tracking should be updated regularly. Learners, with the help of their teachers, should select a FEW examples of whatever demonstrates the ‘latest and best’ examples of learning and achievement in each curricular area for their profile.
My aim in developing this resource was to clarify understanding of how Curriculum for Excellence fits together and to provide my colleagues with all the resources they will need in the one easily accessible place.
GLOW is the largest underused resource in Scottish Education at the moment. If you are ignoring it you are missing out on the one resource that could make our jobs easier and save TIME!
Investing some time to come to grips with Glow would be worth it.