curriculum for excellence in glasgow

Curriculum for Excellence

in Glasgow

Position paper on

the curriculum for Glasgow City early years,

primary and secondary establishments

Produced byGlasgow City CouncilEducation Services

September 2009

Building on Success l Aiming for ExcellenceNEXT

2 Curriculum for Excellence in Glasgow BUILDING ON SUCCESS AIMING FOR EXCELLENCE

NEXTBACK

Curriculum for ExcellenceEducation Services

Introduction

In May 2008, Education Services published its

first position paper on the curriculum. The paper

provided background information and a framework

for improvement, which was based on the seven key

messages identified by staff to take establishments and

services forward from paper to practice.

Pos i t ion paper on the curr icu lum for Glasgow Ci ty ear ly years , pr imary and secondary es tab l i shments .

• Thewholeschoolisresponsiblefordeveloping

capacities of children and young people

• Learningtakesplacethroughawiderrangeof

well planned experiences

• Learningandteachingareattheheartofan

effective curriculum

• Raisingachievementinliteracyandnumeracy

• Curriculumareasarekeyorganisersof

learning, concerned with the ‘how as well as

the what’ of learning

• Recognitionofpersonalachievement

• Leadershipforlearningisessentialtoensure

successful outcomes.

Interim guidance was also provided to assist

establishments with assessment and other key areas, such

as changes to the curriculum.

This position paper of September 2009 aims to bring

together all the development work within the City and

provide further guidance on next steps for Education

Services and all establishments.

BUILDING ON SUCCESS AIMING FOR EXCELLENCE Curriculum for Excellence in Glasgow 3

NEXTBACK

What we have achieved so far?Education Services

Much work has been done in taking forward Curriculum

for Excellence. Staff in establishments across Glasgow

played a significant role in testing outcomes and

experiences in literacy, science and health and well

being. A number of headteachers worked with colleagues

inLearningandTeachingScotlandandtheScottish

Government to shape developments and influence

strategy.

Throughout 2008/09, further progress was made by

many establishments developing their curriculum to

incorporate the principles and purposes of Curriculum

for Excellence. The following extracts from recent HMIE

reports provide some examples.

‘Teachers are beginning to develop aspects of the

national initiative, Curriculum for Excellence. This

work is helping to improve children’s classroom

experiences. Children are using computers to

improve their learning. There remains scope to

develop this further. Across the stages, staff create

good opportunities for children to use their skills in

language and mathematics for a range of purposes,

for example, in the whole school topic on the

Olympics. The school has increased children’s

enjoyment in the curriculum through establishing

regular theme days.’

HMIE, St George’s Primary School

‘Staff plan a very good curriculum that provides a

wide range of opportunities across key aspects of

children’s learning and development. They use every

opportunity to engage with children in small groups

and during play. They encourage children to try

different activities, build their confidence and support

their learning. Staff have made a very good start

to taking account of Curriculum for Excellence in

planning activities. They have developed approaches

that are very responsive to children’s interests.

Staff use all available opportunities to enhance the

curriculum, including a range of visits and visitors

from the local area.’

HMIE, Bonnybroom Nursery School and Family

Learning Centre


NEXTBACK

‘The school provides a very good range of courses

and activities which give young people choices and

progression in many aspects of their learning.’

‘The study of languages is given a central place

in their learning. Opportunities to develop skills

in enterprise, sustainable development, global

citizenship and employability are well developed.

Courses promote academic and more practical skills

as appropriate to individuals’ needs. The school is

developing well its approaches to preparing young

people for life after school and the world of work.’

HMIE, Shawlands Academy

The Curriculum for Excellence strategic working

group established two sub groups – one to consider the

curriculum from early to levels two/three and one to

consider the curriculum from level three to senior level.

These are chaired by Gillian Kierans and Tom McDonald

respectively. An action plan has been developed by the

strategic working group and the priorities are included as

an appendix.

To support further implementation of Curriculum

for Excellence, an implementation plan has been

developed. This implementation plan will incorporate

possible actions for teachers, departments/faculties, and

establishments and is linked to the action plan produced

by the Curriculum for Excellence strategy group.

In June 2009, Glasgow City Council launched its

draftLiteracyandNumeracystrategiesalongwith

anewLearningandTeachingPolicyandadraft

StaffDevelopmentPolicy.Thesekeypoliciesareall

fundamental to the success of Curriculum for Excellence.

During 2009 -10, we will be working with stakeholders to

finalise these policies.

http://connect.glasgow.gov.uk/YourService/

EducationServices/curriculumforexcellence.htm

What we have achieved so far?Education Services

http://connect.glasgow.gov.uk/YourService/EducationServices/curriculumforexcellence.htm


NEXTBACK

In January 2009, the Scottish Government announced

the availability of three additional in-set days specifically

for Curriculum for Excellence. Day 1 was 8th June 2009,

Day 2 will be 12th February 2010 and Day 3 will be 11th

February 2011. The Curriculum for Excellence Strategy

Group with the support of Quality Improvement Officers

provided establishments with materials to assist them in

their planning for the day in June 2009.

June 8, 2009 – Areas for Reflection On 8 June 2009, establishments across the city focused

on experiences and outcomes. Staff reflected on learning

and teaching approaches and their contribution to the

development of the four capacities and their associated

“I can” statements. Opportunities were identified for

interdisciplinary working with colleagues which will

add value to classroom learning, bringing enjoyment,

coherence and relevance to learners’ experience.

Support materials in the form of a Curriculum for

Excellence CD was provided by GCC for use in all

education

establishments

on June 8 .These

resources will

continue to

support effective

staff development

in the forthcoming

session.

Additional in-set daysEducation Services

ResourcescontainedinthisCDareorganisedunderthe

following headings:

PrinciplesofCurriculumforExcellence

Building the Curriculum 3

Curriculum Design

Interdisciplinary Activities

Experiences & Outcomes

Literacy

Numeracy

Health and Wellbeing

ActiveLearning

EngagingParents.

Senior managers and Head Teachers from every

secondary school across the authority attended a session

on Testing the Framework and Curricular Design –

participants reported that they found engagement

with the process very useful in their own development

and planned to take forward similar activities with

staff in their own establishments. The authority have

organised three recall days which will allow secondary

senior managers the opportunity to share their own

initiatives. Schools have been asked to produce high

level curriculum maps along with more detailed plans

for aspects of curriculum structures. As the framework

encompasses more than curriculum design, participants

will be encouraged to consider planning for aspects such

as personal support, transitions, and positive destinations.


NEXTBACK

Improvement PlansEducation Services

All establishments included Curriculum for Excellence

within their improvement plans throughout 2008-09.

Topics included active learning, health and wellbeing,

interdisciplinary studies, literacy and numeracy across the

curriculum.

In the last two years, a number of establishments

in Glasgow were involved in trialling outcomes and

experiences in literacy, health and wellbeing and science.

These experiences provide a strong basis on which to

build towards implementation of the final outcomes and

experiences.

Establishment improvement plans for 2009-10 should

include Curriculum for Excellence and build on the

success of 2008-09. Topics could include:

• Activelearning

• Interdisciplinarystudies

• Matchingoutcomesandexperiencestocoursesand

building in continuity and progression

• Communicationwithparents/carers

• Curriculumframeworks


NEXTBACK

Web-sitesEducation Services

TheTeachingforEffectiveLearningweb-sitehasbeen

revised to provide an increased focus on Curriculum

for Excellence and to provide a ‘one-stop shop’ for

staff seeking advice and support. It will continue to be

developed and to respond to the needs of staff across the

city and across sectors.

Education Services has been developing the front face

of the Education pages of the Connect web-site to allow

easier access to documents, presentations, Quality

AssuranceandImprovementPolicyandtheTeaching

forEffectiveLearningsite.Thiswillbelaunchedearlyin

2009-10.


NEXTBACK

evenings. A presentation is available on Connect which

establishments can use with parents to seek their views

and engage them in the development of Curriculum for

Excellence in their establishment.

http://connect.glasgow.gov.uk/YourService/

EducationServices/curriculumforexcellence.htm

Literacy, numeracy and health Education Services and wellbeing

During 2009-10, heads of establishments should begin to

lead engagement with the experiences and outcomes with

a particular focus on literacy, numeracy and health and

wellbeing.

They should ensure that all staff are able to demonstrate:

• anunderstandingofwhatCurriculumforExcellence

is about

• theimplicationsfortheirpractice

• theimplicationsforlearners

• howtheywillapproachthechange.

Partnershipwithparentsisakeytochildrenexperiencing

success in their learning. They need to be a part of

Curriculum for Excellence. Establishments have already

been sharing aspects of their vision for Curriculum for

Excellencewithparents,throughtheParentCouncil,

articles in parents’ newsletters and through curricular

• Usingoutcomesandexperiences

- what do they mean for learners?

- opening up learning, sharing development and

sharing standards

- ethos, climate and team working

- using advice, papers and national exemplification

These are the areas that HMIe and our own quality

reviews will focus on when engaging with staff.

Parental InvolvementEducation Services

http://connect.glasgow.gov.uk/YourService/EducationServices/curriculumforexcellence.htm


NEXTBACK NEXTBACK

Support for Curriculum for ExcellenceEducation Services

Additional funding has been provided by the Scottish

Government for teachers to support developments

for Curriculum for Excellence. Glasgow has been

allocated additional funding for five teachers. However,

Education Services recognises that five teachers for a

city with around 80,000 children and young people in

our establishments is not sufficient. Therefore, we have

created a broader team through bringing together various

sources of funding which previously had been used for

Coaching in Context, literacy tutors etc.

This team will be managed by Quality Improvement

Officers and will be undertaking a range of activities

across the city all of which will support the development

of Curriculum for Excellence within our establishments.

There are five Leaders of Learning who have each been

allocated to a strategic area of the city.

Marie Louise O’Neill along with four other

teachers will work with groups of establishments

within Learning Communities leading

developments within Curriculum for Excellence.

They will also be organising events to share good

practice more widely across sectors.

Carol Copstick will manage two teachers, Kirsten

Kennedy and Jackie Gallacher, whose role will be

to support developments in numeracy across the

city.

Ruth Barr will manage Cheryl Kennedy who

will continue to support developments in Positive

Futures. Linda Baird will be available to support

schools with Storyline developments and Diana

Ellis will continue the work on citizenship.

Martin Pugh

East of the city managed by Claire Harvey

Pauline Hodge

West of the city managed by Jim Whannel

Alison McGill

North of the city managed by Ruth Barr

Christine Mulgrew

South West of the city managed by Hilda Quail

Heidi Bryce

South East of the city managed by Jean Cairns

Establishments wishing additional support should contact

the named Quality Improvement Officer in the first

instance.


NEXTBACK

A Curriculum for Excellence Case StudyEducation Services

Case Study : Notre Dame High School

OverthepastfiveyearsNotreDameHighhasfocusedits

development of Curriculum for Excellence on building

capacity and working towards successful implementation.

Starting with the four capacities and seven design

principles,describedbytheCurriculumReviewGroup

in its publication in 2004, we have explored our own

values as a community, reflected on our practice, what

we understood by the capacities and how the learning

experience could be further enhanced to articulate more

closely with Curriculum for Excellence.

To date our journey has involved a sustained focus on

providing the highest quality of learning and teaching,

for example, by highlighting best practice during our

focus periods for each year group, sharing that practice

in school Inset days and other opportunities, embedding

formative assessment into classroom practice and

integrating ICT into the learner’s experience through

digital video and animation, use of a school wiki and

exploringMP4technology.Continuingtobuildthefour

capacities has been central to a range of whole-school

events and is increasingly reflected in departmental

practice.

From an early stage in our CfE development, increasing

challenge and enjoyment in learning has been a key

design principle. From the experimentation stage

around 2001 of working with ‘The Dudley Challenge’ we

have developed further challenging and collaborative

opportunities for learning and supporting innovation.

Second year pupils now enjoy weekly cross curricular

learning experiences with personalisation and choice,

delivered by teacher teams and integrating creativity

and ICT. This deepening experience of creativity is

delivered by English staff for all learners in first year

through enhanced time and provision of a double period.

Personalisationandchoicehavealsobeenextended

in the middle school through initiating more flexible

pathways for individuals via programmes such as the

XLprogramme,Collegelinksandthepre-vocational

programmes.TheselectiveuseofNationalQualifications,

and additional curricular opportunities such as Media

Studies, have also improved choice, motivation and

attainment. Advanced Highers continue to be popular

and are studied within and outwith the school day. The

Scottish Baccalaureate is under consideration as a step

towards providing coherence to learning at this stage.

Personalisationandchoicehavebeenlong-established

hallmarks of our S5/S6 curriculum with a wide-range

of opportunities available. These include vocational

subjects at Intermediate 1 and Intermediate 2 levels such

as Hospitality, Creative Cakes, Tourism, and CISCO

Systems, through additional Highers such as Media

Studies,PsychologyandPolitics,introducedtomeet

pupil interest in diversification, largely in S6. Session

2009/2010 will see further choice through Child Care and

Health Care courses offered in partnership with college in

conjunction with school Financial Education and Sports

/DanceLeadership.AcoreValuesinActiontimetabled

programme for S6, which not only enables and supports

achievement but also provides a range of accreditation

mechanisms, including Duke of Edinburgh, Millennium

VolunteerAward,SQA,YoungEnterpriseCertificateand

possiblyASDANwillbeestablishedthissession.

The concept that the ‘curriculum’ is totality of the

learners’experiencesisalreadywellunderstoodinNotre

Dame High, as in many Glasgow schools. Established

practice was evident in cross cutting themes such as


NEXTBACK NEXTBACK

A Curriculum for Excellence Case StudyEducation Services

citizenship and enterprise via a range of interdisciplinary

projects and whole school themed event days. Examples

of these include a Climate Change Week for S1;

HolocaustMemorialProject;St.Patrick’sTreatfor

seniorcitizens;HintofPinkDayforBreastCancer;

and Hint of Tartan Day celebrating Burns as part of

the Homecoming together with a range of smaller

interdisciplinary linking projects. Across the school there

is an established Citizenship programme culminating

inanextensiveValuesinActionProgrammeforS6

pupils. This programme is highly regarded by the school

and wider community and no doubt has a significant

impact on attracting large numbers of S6 returners,

a return rate above the national average. During the

past two years we have sought to increase the quality of

our interdisciplinary work by encouraging staff to have

‘quality curricular conversations’. As a result, there is

a growing understanding of the potential for linking

learning across disciplines and to the real world.

Engagement of and communication with staff about

CfEprogresshasbeenmadeahighpriority.CPD

opportunities relating to CfE have been well publicised

and targeted. In addition, from 2006 the school

established CfE staff task groups reflecting school

development needs: Excellence in the classroom;

Creativity;effectiveICT;Literacyacrossthecurriculum;

NumeracyandProblemsolving.

Since 2007 we have been exploring mechanisms to record

our development through case studies and more recently

via mapping explorations with the Experiences and

Outcomes.

Lookingforward,whilethereisstilluncertaintyoverwhat

the qualifications stage will look and feel like, there is

nonetheless still much to do. We aim to continue to focus

on the central issue of improving learning and teaching

in the classroom for every young person, while reviewing

the S1-S3 curriculum design, continuing to use flexibility

in provision and time-tabling, extending opportunity

and choice at 16+, and encouraging more rigour in our

evaluations of departmental and interdisciplinary work.

In striving to achieve excellence we continue to focus on

l the relationships we establish

l the support we offer

l the values we promote

l the learner’s experience.

Working in partnership to ensure our young people are

ready and able to meet the challenges ahead.


NEXTBACK

PLEASE NOTE : A black and white version is supplied for photocopying and distribution purposes

Produced byGlasgow City CouncilEducation ServicesWheatley House

25 Cochrane StreetGlasgow G1 1HL

Phone 0141 287 2000www.glasgow.gov.uk


Priority Target Task Personnel Time

Curriculum for Excellence Action PlanEducation Services 2009 - 2010

Leadership

Learning and teaching Engaging Staff

Support Heads and senior managers to engage with and to continue implementation of Curriculum for Excellence

Promote reflection, develop understanding and identify progress with CfE.

Develop support for Faculty Heads /Principal Teachers.

Support all staff to understand their leadership role within CfE.

Identify current practice and development needs to inform planning and priorities

Engagement with draft policies for:Learning and Teaching Literacy for all Numeracy for all

Support for schools through websites and dissemination of good practice

Identify opportunities for Learning Sets and CfE agenda items for meetings. Identify associated support required.

Identify CfE as a priority within QIO visits and quality reviews.Short term working group to support implementation.

Establish short term working group.Develop materials.

Support effective use of February inset day including time for reflection, collegiality and professional dialogue.

Build capacity by providing showcase events for leading teachers.

Gather and analyse information through 1. Outcome sheets for 8th

June Inset day2. Quality Assurance visits

Ensure opportunities for discussion are embedded in collegiate meetings

Launch CfE site

Identify good practice

Area Education ManagersAll strategy groups

Wendy O’DonnellQuality Improvement OfficersAssociate Assessors

Gillian Mimnagh

All strategy groups

Marie Louise O’Neil

Wendy O’DonnellIsobel TaggartMarie Louise O’NeillMain strategy groupQuality Improvement Officers

Area Education ManagersMain strategy groupHeads

Marie Louise O’NeilIsobel TaggartJohn McGhee

Marie Louise O’Neil

October 2009

September 2009

October 2009

December 2009

May 2010

September 2009

May 2010

December 2009

September 2009

NEXTBACK



Curriculum Design including

Experiences and outcomes.

Promote active learning at early stages

Promote coaching in context.

Develop consistency in active learning.

Development of planning models which support the principles of curriculum design.

Promote principles of CfE.

Support engagement and implementation.

CfE website - Glasgow OnlineThematic Quality Review on Play

Build capacity by providing showcase events for leading teachers.

CfE website - Glasgow OnlineCfE teachers and leaders in learning working alongside staff.Build capacity by providing showcase for leading teachers.

Provide CPD in active learning for secondary schools in conjunction with Glasgow University.

Chair of sub group to participate in Testing the Framework national group.Review models and disseminate.

Revisit active learning to highlight personalisation and choice, challenge and enjoyment, relevance and coherence. Creation and dissemination of materials to establishments.

All strategy groupsHeads

Early to level 2/3 subgroupQuality Improvement Officers

Early to level 2/3 subgroupQuality Improvement OfficersCfE teachersLeaders in learning:East - Martin PughWest - Pauline HodgeNorth - Alison McGillSW - ChristineMulgrewSE - Heidi Bryce

Level 2/3 to senior sub groupGordon MortonMarie Louise O’Neill

Gillian Kierans

Early to level 2/3 sub groupMain strategy group

Early to level 2/3 sub group Ruth Barr QIO

May 2010

June 2010

June 2010

June 2010

May 2010

December 2010


NEXTBACK



Transitions

Parents/carers

Communication

Provide advice and support on flexibilty and greater personalisation in S1-S3.

Provide advice and support on transitions.

Support parents to engage with CfE

Improve communication about authority strategy for CfE including progress with and support for CfE.

Chair of sub group to participate in Testing the Framework national group.

Seek out and promote innovative exemplars from GCC school audits and from national exemplars.

Inset for senior managers on curriculum design.

Working party to be established.City wide guidelines to be produced.(Interim guidelines issues to all early years establishments)Guidelines to cover all sectors.Launch of guidelines.

Link with city wide Parents’ ForumSupport schools to engage with parents and carers re CfE

Update position paper to include implementation plan.

Improve ICT communication through improved website

Identify/develop key mechanisms for communication with staff eg area events /newsletters /blogs etc

Identify mechanisms to regularly share emerging practice eg ICT, Open Doors, locality based CPD.

Tom McDonald

Level 2/3 to senior sub group

Danny McCaffertyGerard McKernanWorking groupGillian Kierans

Wendy O’DonnellBrenda Wallace

Wendy O’DonnellKay FarrowMarie Louise O’Neill

Maureen McKenna, Wendy O’Donnell

Marie Louise O’NeilJohn McGhee

Marie Louise O’NeilCommunications sub - group

May 2010

December 2009

(May 2008)

February 2010

May 2010

September 2009


NEXTBACK

curriculum for excellence in glasgow

Documents