may ttf lts 18 th march 2009
DESCRIPTION
Draft testing the framework presentation for Building the Curriculum 3TRANSCRIPT
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Testing the framework - LTSSetting the scene18 March 2009
May Sweeney Learning and Teaching Scotland
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Mystery and murder!
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“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
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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
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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
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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
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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
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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?
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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
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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
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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
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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
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