Curriculum for Excellence Steering Group

Implementation Guidance

Session 2011/2012

Curriculum for Excellence in West Lothian

Planning Ahead 2011/12

This document provides guidance for taking forward Curriculum for Excellence in West Lothian, and outlines priorities for session 2011-2012, showing in bold what should already have been achieved. The aim of this document is to set out a shared vision for the way forward for our children and young people over the coming session and beyond.

All establishments should be looking to up date their strategic curriculum plan to identify the structure within which they plan to continue to deliver the experiences and outcomes within Curriculum for Excellence.

The following Quality Assurance procedures will be used as appropriate as a means of confirming/evaluating actions and progress.

School improvement plans Strategic curriculum plans School 3 year strategic CfE curriculum plan School ISIS/CPD plans Progress of collegiate working groups Impact of changes in practice on learners –evidenced through questionnaires/surveys, monitoring of learner progress and achievement etc Standards and Quality Reports Minutes of meetings Conclusions from discussion of reflective questions

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HMIE Inspection Advice Note – January 2011

The following seven characteristics required for successful implementation of Curriculum for Excellence have been identified by HMIE from their extensive evidence base as indicators of progress. The most appropriate QI under which evidence will be recorded in the record of inspection findings (RIF) has been identified.

1. A clear plan, based on self-evaluation, is in place for getting ‘from A to B’ of how and when changes will be achieved.

a) reviewing the curriculum as a whole and identifying implications for improvement (QI 5.1)b) curriculum plans/structure/design (QI 5.1)c) the plan includes a focus on developing learning, teaching and assessment practices (QI 5.1) d) the plan is based on rigorous self-evaluation (QI 5.9)e) the plan maps out the stages in moving from existing to new arrangements, year on year (QI 5.9)

2. Good quality support for CPD to ensure that staff have the knowledge, understanding and skills to achieve the aspirations of CfE (QI 5.9)

a) Good quality support for continuous professional development (CPD) is vital to spread good practice and innovation, to extend and challenge thinking and to provide exemplification and support.

b) CPD ensures that all staff have the knowledge, understanding and skills to achieve the aspirations of CfE and their specific roles within itNB CPD spans the whole range of professional learning – including development activity with colleagues; ‘learning together’; etc as well as CPD events and courses.

3. Staff are working with increasing confidence with the experiences and outcomes and know how to use these in taking a coherent approach to learning, teaching and assessment. (QI 5.1)

4. Effective arrangements to assess and track progress which involve the learner and pay particular attention to transitions.

a) arrangements for tracking progress (QI 5.9) b) arrangements for ensuring good progression across transitions (QI 5.1 and 5.3) c) intervention where progress is not sufficient (QI 5.3) d) a clear focus on the individual learner and their development and progress (QI 5.3)

5. Strong and secure achievement in literacy and numeracy through learning across the curriculum. (QI 1.1)

6. Effective partnerships and involving parents (QI 5.3)

7. Good leadership is essential at all levels with a vision for the outcomes of change. (QI 5.9)

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Programme Framework

Actions taken by Schools Support and Guidance by the authority Means of Confirming/Evaluating Actions and Progress

1. Implementation of the key principles of CfE

Schools should ensure that all teachers understand and apply the values and principles of CfE.

School leaders continue to set agreed expectations about teaching and learning and support all staff in developing their practice.

The authority communicates a clear implementation timeline with schools, setting out expectations for session 2010/11 and beyond.

Evidence that staff in all sectors, are familiar with and putting into practice the key principles of CfE will come through school and authority QA procedures.

Whole-school, departmental and cross-sectoral discussions have taken place, and are ongoing; all staff have been involved in these.

The authority continues to promote quality of learners’ experiences as central to CfE implementation.

All staff have undertaken discussion of the 4 capacities and design principles and made changes in practice at individual and whole-establishment level

The authority will continue to support with a programme of centrally-led ISIS days, and CPD opportunities.

HTs and school leaders have provided focus for working groups/inter-disciplinary working.

The authority facilitates networking across sectors and enables/supports collaborative working and discussion, with a focus on outcomes for learners.

Changes to teaching and learning and to aspects of coursework have been introduced.

Opportunities for dissemination of effective and innovative practice in teaching and learning, and in approaches to planning are facilitated.Schools continue to phase in and review

appropriate curricular programmes and methodologies.

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Programme Framework

Actions taken by Schools Support and Guidance by the authority Means of Confirming/Evaluating Actions and Progress

2. Providing an appropriate curriculum

Schools are developing coherent curriculum structures

Schools review the curriculum as a whole and identify opportunities for restructuring and plan for implementation over three years.

The authority continues to provide opportunities for HTs and school leaders to discuss BtC3 implementation.

A SLWG will provide advice and support to schools on effective cluster working.

All staff are using the advice of BtC3, as outlined on page 13 of the document in their planning, particularly

4 contexts for curriculum principles of curriculum

design curricular entitlements (See

section 4) skills for learning, life and

work (BtC4)

Opportunities provided to discuss and plan BtC4 implementation.

Schools continue to demonstrate that they have made appropriate modifications to curriculum planning based on a sound rationale.

Opportunities for increased networking

Schools focus on a broad general education – in particular to improve the quality of learning and achievement from early up to third level.

Schools continue to work with staff, pupils, parents and partners to develop appropriate curriculum structures and implementation timelines, supported by the range of planning models, available on line, for reflection and discussion.

Schools demonstrate ways in which 4 contexts for curriculum feature in planning and life of the school.

These timelines give high priority to literacy, numeracy and health and

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Programme Framework

Actions taken by Schools Support and Guidance by the authority Means of Confirming/Evaluating Actions and Progress

wellbeing at all levels.

All establishments use the guidance on curriculum models to develop a plan for any changes to the organisation and structure of the curriculum and the stages of implementation of that plan year on year.

Secondary school timelines give high priority to implementing Fourth level outcomes over the next two years.

New structures, timetables and partnership arrangements are introduced and reviewed as needed from August 2010, supported by reflective questions from‘ Improving our curriculum through self-evaluation’, ‘Improving outcomes for learners through self-evaluation’.

The authority will continue to provide advice to schools on planning models and will confirm with schools the proposed changes to organisation and structure of curriculum

Reflective Questions on BtC3 issued through QA processes, are informing discussions on current and future practice.

Evidence from QA that staff are reflecting on the changes to the curriculum which are needed in order to reflect the expectations of CfE

All staff, in particular secondary staff, are aware of the emerging arrangements for National Qualifications.

The authority will support schools in discussions around the implications of the new arrangements for National Qualifications, in particular as they affect curriculum planning.

The authority SLWG reviewing the Senior Phase will, through consultation, develop advice and exemplification to secondary schools and other partners in the delivery of the Senior Phase.

Evidence through 2011/12 that consideration is now being given to the implications of advice and guidance for the authority Senior Phase SLWG.

Senior managers in secondary school consider and share the issues raised in the papers on ‘S1-S6 Progression’ and the ‘Senior Phase’ and use the advice given by the Senior Phase SLWG.

Working with partners, schools have a clear 3 year strategic curriculum plan, based on self-evaluation, in place for getting ‘from A to B’ of how and when changes will be achieved.

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Programme Framework

Actions taken by Schools Support and Guidance by the authority Means of Confirming/Evaluating Actions and Progress

3. Improving the quality of Learning and Teaching

Schools prioritise a consistently high quality of learning and teaching across the school.

In line with West Lothian Council’s revised Learning and Teaching Policy, schools have an agreed rationale for development of effective and innovative learning and teaching approaches linked to experiences and outcomes. These are likely to includeactive learning, AifL approaches, co-operative learning, rich tasks.

The authority continues to support and facilitate consistent use of AifL across all sectors, and the wider implementation of active learning, as described in West Lothian Council’s Learning and Teaching Policy, revised 2010.

Evidence that schools deliver consistently high quality Learning and Teaching will come through school and authority QA procedures.

Schools are able to demonstrate that developments in learning and teaching have led to improved pupil experience and / or attainment, gathering evidence from:

Pupil questionnaires Tracking and monitoring records

All establishments have considered in particular the role of active learning at all stages, have made changes to practice and have plans for further development.

School Improvement Plans are explicit about planned improvements in learning and teaching, as are associated CPD plans.

The CPD Steering Group’s strategic CPD plan supports effective planning and delivery of the Experiences and Outcomes.

Schools evaluate the impact of such techniques on pupils’ experience and pupils’ learning, and incorporate improvements into their curriculum.

The authority continues to arrange working groups and networks to develop and promote:

innovative practice in curriculum and lesson planning approaches

L&T approaches additional guidance on delivering

outcomes and experiences to schools

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Programme Framework

Actions taken by Schools Support and Guidance by the authority Means of Confirming/Evaluating Actions and Progress

use of support materials developed by e.g. LTS and through ‘GLOW’

4. Curricular Entitlements

All teaching staff engage with Es and Os in literacy, numeracy and H&WB and identify changes needed in their practice.

All staff across early years, primary and secondary, have worked with the published Es and Os to reach an understanding of the knowledge, understanding, skills and attributes which they represent, and planned necessary changes to programmes/ content, building progression and continuity.

The authority disseminates examples of emerging practice on approaches to literacy, numeracy and H&WB across the curriculum through networks and the work of development officers and post holders.

Authority programme of engagement with Es and Os and evaluations from these.

All teaching staff engage with the development of skills for learning, life and work. (BtC4)

Staff in secondary have amended S1 programmes in all curriculum areas based on published Es and Os, including literacy, numeracy and health and wellbeing.

Staff in secondary schools continue to focus on the development of programmes of study at level 3.

All secondary teachers and staff beyond the school who provide curricular experiences engage in discussion about the Es and Os in their curriculum areas.

The authority facilitates use of support materials developed by LTScotland, including those issued at the nationally to assist schools in working with the Es and Os.

Ongoing discussions with schools, via Quality Assurance, on school/department progress in developing S2 programmes for August 2011/12. Quality assurance demonstrates that S1 courses meet the entitlements of CfE and are impacting positively on pupils’ learning.

All teachers are familiar with and using the experiences and outcomes to improve teaching, learning and achievement.

S2 plans are in place for the start of the new session.

Interdisciplinary School leaders direct appropriate staff Curriculum networks are used to facilitate All teachers are promoting literacy, Curriculum for Excellence Implementation Advice –2011/128

Programme Framework

Actions taken by Schools Support and Guidance by the authority Means of Confirming/Evaluating Actions and Progress

Learning supports the delivery of challenge, application and depth.

development time towards deliver of curricular entitlements from 3-18, including skills for learning, life and work.

dissemination of quality programmes of study.

numeracy and health and wellbeing effectively.

Schools have an agreed approach to promoting literacy, numeracy and health and wellbeing across the curriculum.

Staff developing a shared understanding of the standards and expectations within the experiences and outcomes

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Programme Framework

Actions taken by Schools Support and Guidance by the authority

Means of Confirming/Evaluating Actions and Progress

5. Assessment

Engage with BtC5 papers on Assessment

All schools continue to move with their partners, to full implementation of all sets of experiences and outcomes and related assessment at all stages following the priorities in their improvement plan.

The authority provides opportunities for schools to engage in discussion of ‘BtC5’ across sectors and stages and facilitates cluster and cross-sectoral discussion of the assessment framework.

ISIS August 17th 2010 evaluations available on Glow..

Staff engage with BtC5 to understand the approaches to assessment that will support the purposes of learning 3 to 18 and share their understanding with colleagues and partners.

Locally organised BtC5 CPD, such as networking, coaching, mentoring, sharing practice, with participants from LTS-led BtC5 activities taking a high profile, particularly in the key aspects of standards and expectations and assessing breadth, challenge and application of learning.

Staff are able to identify general implications for implementation of this framework for assessment at personal, school, cluster and authority level.

Increased focus on assessment matters reflected in the authority’s CPD programme.

School leaders, curriculum planners and managers, teachers and other practitioners reflect on changing roles and responsibilities in assessment identified in BtC5.

Materials and resources associated with new assessment framework are made available and accessible to schools

Materials to support assessment and moderation available in the CfE development Glow group.

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Programme Framework Actions taken by Schools Support and Guidance by the authority Means of Confirming/Evaluating Actions

and Progress

Schools build on their experience of assessment practice to address implications of new assessment guidance.

Quality Assurance procedures show that school leaders, curriculum planners and managers, teachers and other practitioners are aware of the roles and responsibilities in assessment identified in BtC5

All schools focus upon progression and developing shared professional standards using the exemplars and guidance provided.

Authority Assessment and Moderation SLWG develops, through consultation, guidance for schools on development of robust assessment and moderation.

Quality assurance procedures provide emerging evidence that staff are more confident in applying principles of assessment.

Assessment

School staff plan and undertake BtC5 assessment activities that address local identified individual and cluster priorities and needs, in the context of using Es and Os to improve learning and teaching.

Assessment materials produced using the exemplars and advice available

Quality Assurance and Moderation

Schools build on existing effective practices that contribute to achieving consistency through a shared understanding and application of standards and expectations.

Authority Assessment and Moderation SLWG develops, through consultation, guidance on quality assurance and moderation at school, cluster and authority level.

Quality assurance confirms that curriculum; learning and teaching and assessment approaches are aligned.

Action plans are in place to review and develop arrangements for assessing progress and achievement.

Schools and clusters develop procedures to support moderation and quality assurance of assessment.

Effective arrangements for quality assurance and moderation of assessment are in place within schools and clusters.

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Programme Framework

Actions taken by Schools Support and Guidance by the authority Means of Confirming/Evaluating Actions and Progress

Reporting

Staff engage with the “BtC 5 a framework for assessment: reporting” to understand the approaches to reporting that will support the purposes of learning 3 to 18 and share their understanding with colleagues and partners.

Authority Tracking Monitoring and Reprting (TMR) SLWG ensures effective arrangements for reporting in line with CfE in session 2010/11. Seemis CfE reporting to be piloted in selected schools.

Authority TMR SLWG established to work alongside the secondary TMR board to oversee the implementation of Seemis tracking, monitoring and reporting in all schools by session 2011/12, following from the cluster pilot in session 2010/11.

Effective arrangements to assess and track progress, which involve the learner and pay particular attention to transitions are in place within schools and clusters.

All schools are effectively using Seemis to track, monitor and report on pupils’ progress from session 2011/12.

6. Effective partnerships and involving parents

Partnerships between schools and colleges, early years settings; the third sector; employers etc are in place with agreed plans and projects

Schools and establishments in all sectors are actively engaged with partners in developing shared understanding of their implementation priorities.

The authority maintains clear strategic processes and arrangements for collaboration between sectors, cluster working, learning communities, employers and other partners. Evidence of strong collaboration between

early years settings and primary schools: planned learning programmes and

projects shared information on children’s

progress. evidence of an increasing range of

methodologiesCollaboration across sectors is a valued component of local working.

Key messages of BtC4 (Skills for Learning, Skills for Life, Skills for Work) are taken forward through a partnership approach.

The authority actively promotes adoption of partnership working – e.g. with colleges, to meet needs of learners. This supports the development of the key messages of BtC4 (Skills for Learning, Skills for Life, Skills for Work).

Evidence of increased partnership working between schools, the third sector and employers to support the development of Skills for Learning, Life and Work.

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Programme Framework

Actions taken by Schools Support and Guidance by the authority Means of Confirming/Evaluating Actions and Progress

2011/2012 session: Full implementation of 16+LC including all young people having an appropriate learning well in advance of their school leaving date

Evidence of joint planning arrangements in place with colleges through work on the senior phase.

The Lifestage planning framework is used effectively to deliver agreed outcomes for children and young people

Schools engage in training for lifestages and develop awareness of the outcomes for each of the relevant lifestages.

Schools are familiar with the “Making the Support Happen” and champion the Lifestage approach.

Where relevant schools work with partners on specific lifestage interventions to improve outcomes for looked after and vulnerable children and their families.

Delivery of bitesize training sessions.Guidance to schools on Making the Support HappenEarly Years, School Age and Young Peoples’ sub groups established to take forward the work.

Performance Indicators developed and used to evaluate extent to which Lifestage Outcomes have been achieved.

Schools actively engage with parents, carers and the community to ensure that key messages on CfE are shared

School leaders ensure information on CfE is included in school handbooks.

Authority Parental Engagement SLWG established to develop guidance for schools in communicating key messages of CfE to parents and to develop a strategy to encourage use of Parental Toolkit.

Authority is able to provide core information on its CfE strategy for parents

Evidence of schools engaging with parents, carers and the community on CfE

Schools make use of the ‘Parental Toolkit’ to help engage and inform parents.

Evidence of schools sharing of practice in this respect

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Programme Framework Actions taken by Schools Support and Guidance by the

authorityMeans of Confirming/Evaluating Actions and Progress

Opportunities e.g. workshops, parents’ evenings are offered to parents to experience/learn about teaching and learning programmes which embrace CfE values and principles.

Teachers are able to describe to parents: how the teaching and learning is

providing children with breadth, depth and challenge

how the learning and experiences of children and young people at transitions are built on to ensure progress in their learning

how timetabling arrangements will reflect CfE principles

Evidence of increased knowledge and understanding of CfE amongst parents and carers.

Evidence of increased involvement of parents in development of policy at school and authority level and increased involvement of Parent Councils in school improvement.

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