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May Ttf Lts 18 Th March 2009

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Draft testing the framework presentation for Building the Curriculum 3
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Testing the framework - LTS Setting the scene 18 March 2009 May Sweeney Learning and Teaching Scotland
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Page 1: May Ttf Lts 18 Th March 2009

Testing the framework - LTSSetting the scene18 March 2009

May Sweeney Learning and Teaching Scotland

Page 2: May Ttf Lts 18 Th March 2009

Mystery and murder!

Page 3: May Ttf Lts 18 Th March 2009

“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

Page 4: May Ttf Lts 18 Th March 2009

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

Page 5: May Ttf Lts 18 Th March 2009

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

Page 6: May Ttf Lts 18 Th March 2009

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

Page 7: May Ttf Lts 18 Th March 2009

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

Page 8: May Ttf Lts 18 Th March 2009

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?

Page 9: May Ttf Lts 18 Th March 2009

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

Page 10: May Ttf Lts 18 Th March 2009

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

Page 11: May Ttf Lts 18 Th March 2009

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

Page 12: May Ttf Lts 18 Th March 2009
Page 13: May Ttf Lts 18 Th March 2009

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

Page 14: May Ttf Lts 18 Th March 2009

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