Testing the framework - LTSSetting the scene18 March 2009

May Sweeney Learning and Teaching Scotland

Mystery and murder!

“Curriculum for Excellence allows for both professional autonomy and responsibility when planning an delivering the curriculum. . . The frame work provides flexibility ….Such flexibility will result in a more varied pattern of curriculum structures to reflect local needs and circumstances.”

Building the Curriculum 3 pp11-12

Testing the framework programme

• 7&8 October 08 – TTF1 secondary

25&26 November 08 – TTF1 recall

• 19&20 January 09 – TTF2 secondary

5 March 09 – TTF2 recall

• 27&28 January 09 – TTF3 primary

11 March 09 TTF3 recall

• 3&4 February 09 - TTF4 ASN/special education

23 March 09 - TTF4 recall

Building the Curriculum 3 – learner at the centre

• A schematic guide for curriculum planners p13

• Development of the four capacities

• Entitlements 3-18• Experiences and outcomes• Learning through ethos and life of

the school; curriculum areas and subjects; Interdisciplinary projects and studies; opportunities for personal achievement

• Literacy, numeracy, health and wellbeing

• Principles of curriculum design

How do we plan for supporting the learner?

• pupil voice• parents as partners• partnerships• leadership at all levels• structures for collaboration• opportunities provided by TP 21• pedagogy• use of accommodation• time as a resource• personal support structures• assessment, recognition of achievement and qualifications

Workshop Tasksearly years/primary

A. transitions

B. broad general education

C. totality of the curriculum

secondary

A. transition primary/secondary

B. broad general education

C. senior phase

special education/ASN

A. transitions

B. broad general education/senior phase

C. personal support

Technical tasks• Produce a high level plan/curriculum map i.e. what will early years

to P7/S1 look like; P7) S1-S6 look like? • Choose your technical task• Describe what the area of your chosen task will/could look like in

practice. Provide as much detail as possible, including timetabling, supporting features and practical considerations such as staffing

• Explain your change model i.e. what would be done in the short/medium and long term? Who would be involved? Self-evaluation?

• Describe the process – what did you do exactly? What questions did you need to ask yourself? What was useful and what was not?

Features to consider

• Planning for the learning through the ethos and life of the school; curriculum areas and subjects; interdisciplinary projects and studies; opportunities for personal achievement

• Choices S1-S3• Transition from 4th level into the senior phase• Literacy, numeracy, and health & wellbeing• Personal support structures• Skills for learning, skills for life and skills for work• Planning for maximising achievement and qualifications in the

senior phase• Pathways to sustained positive destinations

Outcomes from TTF so far

• Process was beneficial • Proof that non-prescriptive guidance leads to a

variety of different approaches• Range of plans/models emerging • Those involved became ‘multipliers’• Better understanding that a framework for

learning is more than timetabling• Some big questions/issues identified

CHILD

HOME

SCHOOLCOMMUNITY

CURRICULUM

PASTORAL CARE

METHODOLOGIES

ETHOS

CURRICULUMAREAS

INTER-DISCIPLINARY

LEARNING

PERSONAL ACHIEVEMENT

Coaching & mentoring

Programmesof study

Experiences& outcomes

Criticalskills

Partnerships

Collaborativelearning &teaching

Activelearning

AifL

Transitions

Externalpartners

Nurture groups

SolutionOriented

School

Peer mediation

ContextsFor

learning

Transitions

Interdisciplinarylearning

Churchlinks

Inter-agencyworking

Collegiateworking

ProfessionalLearning

communities

Workinggroups

Health Enterprise

Eco-schools

Themes/projects

JohnMuir

AwardResidentials

Choir

Outfit MoraySTEPS

programme

Lunch/after-school clubs

ICTFairtrade

Coresubjects

Globallinks

Citizenship

Big issues/questions

• Understanding of a broad general education• Understanding of levels• Misconception of number of subjects/courses in

the senior phase• Shared understanding and consistency of

language• ‘Mapping back’ • Taking forward innovation while questions on

qualifications remain• Migrating from early presentation