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Transforming lives through learning
EVALUATING THE PRIMARY CURRICULUM
Sadie Cushley and Alison Drever, Education Scotland
Transforming lives through learning
primary school inspection findings Sept 2013-June 2014
unsatis. weak satis. good vg exc.
1.1 1 12 27 54 38 1
2.1 0 4 21 55 49 4
5.3 1 17 18 61 31 5
5.1 3 18 30 57 24 1
5.9 1 25 31 49 22 5
133 inspections carried out
Transforming lives through learning
primary school inspection findings 2013-14- key strengths126 schools: positive attributes of children81 schools: the impact of the leadership of the headteacher 60 schools: teamwork and commitment of staff to ensure positive
experiences/improvements for children44 schools: aspects of support and care42 schools: impact of partnerships with parents41 schools: impact of partnerships with the community, including local businesses27 schools: children’s learning experiences18 schools: children’s attainment in literacy and English 15 schools: outdoor learning
Transforming lives through learning
primary school inspection findings 2013-14 areas for improvement
93 schools: continue to develop the curriculum65 schools: need more effective systems for improvement through self-evaluation51 schools: improve approaches to meeting the learning needs of all children 49 schools: improve approaches to tracking and monitoring children’s progress
to ensure they attain as highly as possible38 schools: improve children’s learning experiences, including opportunities for
responsibility and leadership31 schools: raise attainment
(numeracy/mathematics with the most specific mentions)8 schools: improve partnerships with parents
Transforming lives through learning
RIF extractsIn your group discuss what you see as features which are making the difference in the evaluations.
Any comments or observations to be shared with the wider audience
Transforming lives through learning
Staff agree progression in learning across all curricular areas. This helps staff to see the balance of learning over a longer period of time
Planning for progression show how children can build knowledge, understanding and skills over time
Planning for progression is based on the Es and Os and the design principles
Transforming lives through learning
Approaches to monitoring and tracking are well understood and manageable. Assessment planning takes into account progress in significant aspects of learning for each curriculum area.
Schools need to monitor and track children’s progress so that that interventions made support and challenge learners.
Class teachers have an overview of children’s individual progress supported by carefully selected evidence.
Transforming lives through learning
Staff make judgments on a range of evidence that demonstrates how well young people are achieving within a level.
The school has effective approaches to moderation. School leaders maintain an overview of children’s progress across the school. The headteacher and staff regularly review and discuss children’s progress.
Children have regular conversations about their progress.
Transforming lives through learning
The rationale for the curriculum is informed by shared values. Everyone has been involved in developing the rationale and understand what the school is trying to achieve.
Everyone involved with the school is able to describe the unique features of the school’s curriculum. Everyone involved with the school is able to talk about the rationale and how it is used to. Staff have a clear understanding of what they want to achieve for young people.
Transforming lives through learning
Staff are clear about what IDL is. Staff are clear about the purpose of IDL.
IDL is built on a sound understanding of individual subjects and curriculum areas. A whole school overview for IDL is in place to ensure that knowledge and skills build appropriately over time.
IDL experiences are designed to ensure appropriate progression for all learners.
Transforming lives through learning
Very strong partnerships are formed which help develop the curriculum.
Staff professional learning is a high priority.
Staff are fully involved and lead curricular developments and fully understand the curriculum. They are outward focussed ensuring the curriculum is aspirational and really meets individual needs and interests.
Transforming lives through learning
The toolkit• Key features of effective provision (QI 5.1)
• Overarching section on self-evaluation
• Questions for your school
• Case studies, film clips & other resources
Transforming lives through learningwww.educationscotland.gov.uk
Provide a range of progression routes through BGE to meet needs.(2013)
Can talk confidently
about actual and planned IDL
and the extent to which they are impacting on outcomes for
learners, 2011
Through well planned IDL projects and studies which focus on a selection of Es and Os and support learners making
links across learning. 2012
Transforming lives through learning
Delivery
Transforming lives through learning
Key features of effective provision
•Staff are clear about what IDL is.•Staff are clear about the purpose of IDL.•IDL is built on a sound understanding of individual subjects and curriculum areas.•A whole school overview for IDL is in place to ensure that knowledge and skills build appropriately over time.•IDL experiences are designed to ensure appropriate progression for all learners.
Transforming lives through learning
Questions for your school•To what extent does your school team have a shared understanding of what IDL is and why it is an important context for learning?•How effective is your whole school overview in ensuring children’s knowledge and skills are built appropriately over time?•How do you know that IDL is appropriately challenging and has led to deeper knowledge and skills for all children?•To what extent does the range of IDL experiences offered help children build on their previous learning.
Transforming lives through learning
Ginette Henderson, Lochside Primary School, Dumfries and Galloway (Link to online video)
Transforming lives through learning
Ellen Turnbull, Our Lady and St Joseph’s Primary School and Nursery, North Lanarkshire (Link to online video)