Building a Curriculum for Excellence

Curriculum Review and Design Policy Statement and Guidelines

August 2011

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Curriculum Review and Design Policy Statement and Guidelines

Contents

Page

Policy Statement 3 Overview 6 Section 1 Curriculum Design 3 – 18: Background Information 7 Section 2 Developing and Planning a Broad, General Education 8 Section 3 Application of the Principles of Curriculum Design 3-18 13 Section 4 Curriculum Design in Secondary Schools 20 Appendices

Appendix 1 Skills for Learning, Skills for Life and Skills for Work

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Appendix 2 Evaluating The Whole School Curriculum

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Appendix 3 Evaluating Curriculum Group Programmes And Courses

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Appendix 4 Interdisciplinary Learning

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ANGUS COUNCIL – EDUCATION DEPARTMENT CURRICULUM REVIEW AND DESIGN: POLICY STATEMENT 1. PURPOSE

1.1 This policy has been produced to support the process of curriculum review and design in primary

and secondary schools. In particular the policy aims to:

assist schools in developing the skills and knowledge of all staff to ensure effective implementation of Curriculum for Excellence

support the development of processes which enable all children and young people to

develop as successful learners, confident individuals, responsible citizens and effective contributors

2. UNDERPINNING PRINCIPLES 2.1 Angus Council is committed to providing all young people with a curriculum which is coherent,

progressive and offers pupils high quality planned learning experiences 2.2 All children and young people are entitled to experience a broad, general and deep education

from the early years to the end of S3 and a senior phase which provides opportunities to study for qualifications

2.3 Staff will demonstrate a sound understanding of the curriculum as a whole and plan

collaboratively with colleagues to meaningfully link learning and help support learners to make connections in their learning

2.4 The process of learning will involve active approaches which enable pupils to make informed

choices and enable staff to plan flexibly to develop a relevant curriculum which meets the needs of individual learners

2.5 The development of Literacy, Numeracy and Health and Wellbeing is accepted as the

responsibility of all practitioners 2.6 Skills for learning, life and work are valued and integrated effectively into learning opportunities

across all stages of the curriculum 2.7 The curriculum requires partnership working with parents and other agencies and organisations

and is facilitated through regular liaison and communication. The views of pupils, parents and partners are systematically sought to improve the totality of experiences on offer for all learners

3. STATEMENT OF POLICY 3.1 The curriculum in all Angus schools should:

enable all pupils to achieve their full potential as successful learners, confident individuals,

responsible citizens and effective contributors be based upon a sound well-documented rationale which aligns with the rationale of the new

national curriculum framework

ensure a coherent approach to the provision of learning opportunities through the ethos and life of the school, interdisciplinary learning, opportunities for personal achievement and the eight curricular areas

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offer pupils breadth, depth, relevance and coherence at all stages in their learning

be inclusive and provide realistic levels of challenge and enjoyment and an appropriate pace

of learning for all pupils

promote and support progression throughout a pupil’s learning journey

provide opportunities for effective linking of relevant knowledge, skills and understanding across areas of the curriculum including through the use of cross-cutting themes

be planned from learning programmes which enable staff to build effectively on prior

knowledge, understanding and skills and take account of all the ‘experiences and outcomes’ in all curricular areas

provide opportunities for pupil choice, and not just at points of transition, as part of the

planning process

incorporate opportunities for pupils to develop and apply skills for learning, life and work

provide pupils with opportunities to experience and to celebrate success

be managed through clear models/structures (which promote and support, where appropriate or necessary, collaboration across schools) for timetabling the broad, general education and senior phases of the new school curriculum

be subject to rigorous and systematic monitoring and evaluation procedures involving all key

stakeholders 4. WHO SHOULD IMPLEMENT THIS POLICY?

4.1 DIRECTOR OF EDUCATION

The Director of Education is responsible for supporting schools to implement this policy by: developing detailed policy guidelines to assist staff to develop and plan the curriculum

providing a range of staff development opportunities for all staff

advising on the production and use of support materials

assisting schools and services to develop appropriate curriculum structures and models

planning and developing provision in light of further national advice and guidance

evaluating and reviewing practice across all schools

4.2 HEAD TEACHER

The Head Teacher is responsible for supporting schools to implement this policy by: ensuring that the policy and guidelines are promoted and communicated appropriately to all

staff, pupils and parents ensuring that the policy and guidelines are fully implemented and a school policy is developed

and reviewed at regular intervals monitoring and evaluating the impact of the policy on learning and teaching

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developing clear structures and models for school timetabling purposes in both the broad,

general education phase and senior phase co-operating with cluster schools to develop smooth transitions for all pupils

(in the case of secondary schools) co-operating with other schools, as necessary, to deliver a

high quality senior school curriculum. 4.3 ALL STAFF

All staff are responsible for supporting schools to implement this policy by:

working co-operatively to develop agreed structures and models for the organisation and planning of learning

working collaboratively with colleagues to plan learning which enables pupils to make

meaningful links across the curriculum evaluating the impact of curriculum structures and planning of learning on pupil achievement contributing to the school’s self evaluation processes to improve the quality of the curriculum

on offer 4.4 PARTNERSHIPS

All partners are responsible for supporting schools to implement this policy by:

working together with the Head Teacher and all staff in promoting and communicating the policy to all parents and pupils

working together with the Head Teacher and staff in implementing the policy in all schools

and establishments 5. GENESIS OF POLICY

5.1 This policy draws upon the key messages outlined in ‘Building the Curriculum 3; A framework for

learning and teaching (The Scottish Government: Edinburgh 2008) 5.2 This policy is currently in draft format pending further consultation with schools prior to approval

by the Education Committee. 6. REFERENCES TO OTHER COUNCIL OR NATIONAL POLICIES 6.1 The policy takes due account of national advice and guidance contained in the following

documents :

Building the Curriculum 1: the contribution of the curriculum areas (Scottish Government: Edinburgh 2006)

Building the Curriculum 2: active learning in the early years (Scottish Government: Edinburgh 2007)

Building the Curriculum 3: a framework for learning and teaching (Scottish Government: Edinburgh 2008)

Building the Curriculum 4: skills for learning, skills for life and skills for work (Scottish Government: Edinburgh 2009)

Building the Curriculum 5; a framework for assessment (Scottish Government: Edinburgh 20010)

The Journey to Excellence, How Good is Our School? (HMIe: Edinburgh 2006)

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ANGUS COUNCIL – EDUCATION DEPARTMENT CURRICULUM REVIEW AND DESIGN; OVERVIEW OPERATIONAL / PROCEDURAL ADVICE AND INFORMATION Advice relating to the twelve strands of the policy statement is provided in sections 2-4 of the attached guidelines. Training/Awareness Raising the guidelines will be issued electronically to schools and educational establishments and will be

placed on the Education Department Intranet and GLOW briefing sessions will take place for pre-school managers, primary and secondary Head Teachers,

secondary Curriculum Advisory Groups and Subject Network Groups CPD activities relating to specific aspects of the guidelines will be organised in response to needs

identified through school planning processes Monitoring and Evaluation Arrangements implementation of the Curriculum Review and Design Policy will be monitored through service

planning and school improvement planning procedures specific aspects of the policy will be monitored by Head Teachers in liaison with Link Quality

Improvement Officers through annual audits of each school’s curriculum the Curriculum Strategy Group will play a key role in monitoring the policy Review the draft policy was developed in October 2010 and a further revision will take place in June 2011 major reviews will take place every three years thereafter reviews will be undertaken by the Curriculum Strategy Group and overseen by the Effective

Learning and Teaching Steering Group

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Section 1 Curriculum Design 3 – 18: Background Information 1.1 These guidelines seek to offer advice and support to educational establishments in Angus catering

for pupils aged 3-18 with respect to the review, design and implementation of the curriculum framework of Curriculum for Excellence.

1.2 The curriculum framework clearly sets out the parameters within which educational establishments

should review their current curriculum structures to ensure the development and implementation of key entitlements for all pupils including:

a coherent and inclusive curriculum from 3-18 wherever learning is taking place a focus on outcomes a broad general education Time to take qualifications in ways best suited to the needs of young people Opportunities to develop skills for learning, life and work for all young people at every stage a focus on literacy, numeracy and health and wellbeing at every stage appropriate pace and challenge for every child and young person an approach to planning learning which ensures connections between all aspects of learning

and support for learning a range of opportunities for pupils to move into sustained and positive destinations beyond

school (Adapted from Building the Curriculum 3: a framework for learning and teaching, Scottish Government, 2008)

1.3 The design of the curriculum is underpinned in all schools by the principles of breadth, depth,

challenge and enjoyment, coherence, progression, relevance and personalisation and choice. These principles are considered more fully in Section 3 of these guidelines.

1.4 The national curriculum framework is outcomes focused and sets out what a child or young person

should be able to do and the experiences that contribute to their learning. Taken as a whole, the national experiences and outcomes embody the purposes of Curriculum for Excellence as detailed in the attributes and capabilities of the four capacities.

1.5 Educational establishments have a responsibility to meet the needs of all children and young

people in their communities and the curriculum on offer via each establishment should reflect this. This will mean increased flexibility in the structure of timetables, courses on offer and time allocation for subject areas. This will require better planning across partnerships with young people, parents and carers and a range of others who contribute to pupil learning.

1.6 Planning the learning is a crucial feature of an effective curriculum and due attention should be

paid to the importance of this and appropriate pedagogical approaches to achieve the best outcomes for pupils.

1.7 A pathway identifying five levels of learning has been linked with different stages of maturation

within the national curriculum framework.

Early level - pre-school to P1 First level - P2 to P 4 Second level - P5 to P 7 Thirds/fourth levels - S1 to S3 Senior phase - S4 toS6

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Section 2 Developing a Broad, General Education 2.1 All children and young people in Angus are entitled to experience a broad, general education from

pre-school to the end of S3. This should involve high quality learning experiences which provide breadth and depth of learning across all the national experiences and outcomes outlined in the curriculum framework, from early to third level together with those selected for study at fourth level.

2.2 Within the broad, general education phase, learning should take place within and across each of

the eight curriculum areas:

Expressive arts Art and design Music Dance Drama

Religious and moral education Christianity World religions Development of beliefs and values

Health and wellbeing Mental, emotional, social and physical

wellbeing Planning for choices and change Physical education, physical activity and

sport Food and health Substance misuse Relationships, sexual health and

parenthood

Sciences Planet Earth Forces, electricity and waves Biological systems Materials Topical science

Languages Classical languages Listening and talking, reading and writing in: Gaelic Literacy and English Modern languages

Social Studies People, past events and societies People, place and environment People in society, economy and business

Mathematics Number, money and measure Shape, position and movement Information handling

Technologies Technological developments in society ICT to enhance learning Business Computing science Food and textiles Craft, design, engineering and graphics

2.3 A series of national experiences and outcomes has been developed for each curricular area to

enable teachers to plan appropriate learning experiences for all pupils. The statements of intended learning within the experiences and outcomes describe the national expectations of learning and progression through each level of the curriculum.

2.4 The national outcomes and experiences at each level are designed to develop knowledge and

understanding, skills, attributes and capabilities and provide opportunities for pupils to apply these in more challenging areas to stimulate higher levels of performance. They encourage relevance through setting learning in real-life situations. The experiences and outcomes should be revisited and applied in different contexts to allow for depth of learning.

2.5 Every teacher in Angus has a responsibility to promote confidence, independent thinking, positive

attitudes and dispositions for all pupils. 2.6 It is also the responsibility of every teacher to contribute to learning and development in the areas

of health and wellbeing, literacy and numeracy. All teachers should plan to support and develop pupils’ skills in these areas.

2.7 Teachers should ensure that planning is systematic and that all pupils from pre-school – S3 have

opportunities to learn across all eight curricular areas and within each organiser of a curricular area. This framework for planning learning is less detailed and prescriptive than previous curriculum advice. It is not intended to be a course of study for teachers to follow. Rather, it provides professional support for teachers and other staff to meet the varied needs of all children and young people.

2.8 A series of Angus Learning Programmes (repacked outcomes) has been developed to provide long

term support for teachers to plan learning. These outline the knowledge and skills pupils should learn and all teachers need to ensure that these are used as the basis for planning and that prior learning is built on effectively.

2.9 The repacked outcomes are fully aligned with the eight curriculum areas. Each area is organised

into early, first, second, third, and fourth levels. They illustrate the different elements of the broader outcome and help exemplify the learning which should take place when planning opportunities and experiences to achieve intended outcomes.

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Intended Learning (knowledge & skills)

CfE Outcome (social subjects -third Level)

Possible learning strategies

2.10 Careful tracking of planned learning should ensure breadth across all experiences and outcomes to the end of third level as well as promoting continuity and progression. The use the Angus tracking proformas is encouraged.

CFE Level

Boxes used for colour coding when the learners have experienced the outcome. When an outcome is revisited subsequent boxes can be coloured.

Colour coding according to stage will help support transition discussions between staff.

2.11 The curriculum framework provides for professional autonomy to organise and plan experiences

which encourage deep, sustained learning appropriate to the needs of children and young people. However, this does not mean that there is an individualised approach to curriculum planning within Angus.

2.12 Curriculum planning should involve linking learning across curriculum areas in addition to subject

specific planning. Teachers should note that not all experiences and outcomes lend themselves to being taught through interdisciplinary studies. Subjects remain an ‘essential feature of the curriculum’ especially in secondary schools, where they provide an important and familiar framework for knowledge. As young people move through the curriculum levels they will experience increasing specialisation.

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2.13 The curriculum in S1-S3 should build on the work undertaken in the primary years and ensure that all pupils are provided with a strong platform for later learning. At third and fourth levels, teachers need to ensure that the broad, general education on offer is not a common course but a curriculum based on the needs of individual pupils and which reflects the seven principles of curriculum design exemplified in Section 3.

2.14 At the end of each stage, and particularly at the points of transition in P7 and S3, young people

should have the opportunity to profile their progress and achievements. It is not anticipated that young people in Angus will be presented for examinations earlier than S4. The qualifications framework should support the curriculum rather than lead it and teachers should ensure that they do not narrow pupils’ learning too soon.

2.15 All staff should involve the children and young people as active participants in planning their

learning and development. Children and young people need to have opportunities to influence and contribute to the planning process. This is of particular importance when working with children and young people who need additional support for their learning.

Planning the Learning

Medium term forward planning Lesson/weekly planning

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Teacher’s input

Differentiation Specific intended learning

Pedagogy Activities

Resources Assessment methodologies

Identify general intended learning

(Repacked Outcomes)

Identify experiences and

outcomes

Assessment

Breadth, Depth, Challenge and Enjoyment, Progression, Coherence, Personalisation and Choice, Relevance

2.16 Medium term planning will highlight the knowledge and skills which are to be learned but detailed

information relating to specific activities/resources need not be given at this point. The core knowledge and key skills identified within a medium term plan will inform short term planning. Medium term planning should highlight intended learning while short term planning will provide greater detail, including information about learning and teaching approaches and resources.

2.17 Assessment should focus on how well and how much pupils are learning rather than how

quickly they move through levels. Therefore, plans should ensure that intended learning builds on prior learning and promotes depth.

2.18 A web based planning tool, ‘On Track With Learning’ (OTWL), has been developed (jointly with

North Lanarkshire Council) to incorporate the national experiences and outcomes and the Angus repacked outcomes into medium and short term planning. This planning tool will provide teachers with the facility to profile assessment and achievements and will support the reporting process. The use of the tool is being rolled out across schools in session 2011-2012.

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2.19 Planning for learning should include subject specific plans and learning linked across curricular

areas – interdisciplinary learning. This brings together experiences and outcomes from two or more curricular areas, within a meaningful context and in a planned manner. Its purpose is to deepen understanding, extend thinking and provide a stimulating and enjoyable experience for learners. The opportunity to revisit a concept or skill from a different perspective, or engage in new learning within an interdisciplinary context, deepens understanding and makes the curriculum more coherent and meaningful for learners.

2.20 Effective interdisciplinary learning should:

be planned around clear purposes and using the experiences and outcomes link disciplines through a project, event or context, real or imaginary ensure progression in the development of skills, knowledge and understanding provide young people with evaluation and feedback about their learning through the rigorous

application of formative assessment take account of all seven principles of curriculum design (as described in the next section)

2.21 In secondary schools, interdisciplinary learning may take the form of:

planned timetabled days where a year group of pupils, or multiple year groups, work in set groups on a common theme

teachers working in teaching teams to plan and deliver all aspects of the curriculum to a large group of pupils

groups or classes working on the same theme separately, but perhaps coming together at some point to work on a common activity

a core and elective structure where discrete subject teaching and interdisciplinary studies have a clear allocation of time throughout the school year

2.22 Planning for interdisciplinary learning must be carefully considered. Teachers should be

encouraged to work collaboratively, across subjects or across stages, to group the experiences and outcomes to be taught and identify key learning activities and active learning approaches. Full account needs to be taken of prior learning and consideration given to how achievement will be assessed. Pupils should be involved in the planning process from the outset and consulted about preferred learning styles, the strategies they might use to find out information and to identify ways of sharing their learning.

Section 3 Application of the Principles of Curriculum Design 3-18

3.1 The seven principles of curriculum design need to be taken into account to ensure appropriate learning is planned for all pupils. They provide a framework for evaluating the school curriculum at each stage.

3.2 Teachers should have a clearly developed understanding of the intended impact of the successful

application of each principle of curriculum design on the learning and teaching of all pupils they teach.

3.3 The following grids have been devised for each principle of curriculum design for use as part of

continuing professional development activities in schools and as part of curriculum evaluation activities. Teachers should be encouraged to refer to these when planning the curriculum and discussing plans as part of the evaluation process.

3.4 Breadth

All children and young people should have the opportunities for a broad, suitably weighted range of experiences. The curriculum should be organised so that they will learn and develop through a variety of contexts within both the classroom and other aspects of school life

Early Level (Pre-school and P1)

Levels 1 & 2 (P2-7)

Levels 3 & 4 (S1-3)

Pupils experience motivating

and challenging learning activities across all curricular areas

Activities and contexts are

planned to combine experiences and outcomes within and across curricular areas.

Breadth is achieved by

designing learning activities and contexts based on all the experiences and outcomes set out at this stage

Staff plan for all pupils to

have the opportunity to make good progress through all experiences and outcomes

Pupils work through all

experiences and outcomes at a pace which ensures secure understanding and the ability to apply their learning in different contexts

More time is provided for

areas of the curriculum where pupils require additional learning, time, support etc.

Pupils are provided with

motivating and challenging activities within all experiences and outcomes to ensure they have the opportunity to experience aspects such as skills for learning, life and work.

Staff achieve breadth by

designing learning activities and contexts based on the all experiences and outcomes set out at this stage so far as this is consistent with pupils’ needs and prior achievements

Secure learning across all

appropriate experiences and outcomes enables pupils to develop breadth of knowledge and understanding and apply their skills in a wide range of situations

Curriculum design includes

more than the eight curricular areas alone. Ethos, interdisciplinary learning, personal achievement, outdoor learning, work-related activities, out of school hours learning etc. should form an integral and important part of the curriculum.

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3.5 Depth

There should be the opportunities for children to develop their full capacity for different types of thinking and learning. As they progress, they should develop and apply increasing intellectual rigour, drawing different strands of learning together, and exploring and achieving more advanced levels of understanding.

Early Level (Pre-school and P1)

Levels 1 & 2 (P2-7)

Levels 3 & 4 (S1-3)

Staff provide rich learning

activities and the environment is planned and organised to offer opportunities to extend skills and deepen understanding.

Pupils are given

opportunities to become more secure in their learning rather than moving quickly from one topic or level to the next

Collaboration between staff

and pupils allows them the opportunity to add depth to learning by spending time discussing learning, explaining it to others, applying knowledge and skills in a variety of contexts and probing and researching particular issues

Staff use informed

professional judgements about when pupils require further learning activities and contexts to secure learning within a level and when they need to move onto more challenging activities/levels.

The experiences and

outcomes within levels 3 and 4 provide pupils with the opportunities for learning in depth

Pupils are encouraged to

engage with increasingly demanding concepts, develop more sophisticated cognitive and other skills and further develop their values and beliefs

Interdisciplinary learning

provides opportunities for pupils to extend and deepen understanding

Pupils achieve depth of

learning at the Fourth level where experiences and outcomes provide opportunities for specialisation.

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3.6 Challenge and enjoyment

Children and young people should find their learning challenging, engaging and motivating. The curriculum should encourage high aspirations and ambitions for all. At all stages, learners of all aptitudes and abilities should experience an appropriate level of challenge, to enable each individual to achieve his or her potential. They should be active in their learning and have opportunities to develop and demonstrate their creativity. There should be support to enable children and young people to sustain their efforts.

Early Level

(Pre-school and P1) Levels 1 & 2

(P2-7) Levels 3 & 4

(S1-3) The environment for learning

is sufficiently varied and engaging to promote a high degree of challenge and enjoyment

There are planned

opportunities for pupils to readily access and explore different activities, materials and contexts.

Staff hold and convey the

highest expectations of what pupils can achieve

Activities are suitably

challenging, engaging and motivating, encouraging high aspirations and ambitions for all pupils

Planning within the

experiences and outcomes focuses on creating opportunities for pupils to actively engage in learning

Tasks selected are

differentiated to present an appropriate challenge for all pupils

Resources are developed or

selected to promote active learning and are relevant to pupils needs and the school / community context

Activities promote

opportunities to develop and demonstrate creativity and innovation

Pupils have opportunities to

overcome challenges and achieve success

There are opportunities for

personal achievement across a range of different contexts.

Staff hold and convey the

highest expectations of what pupils can achieve

Activities are suitably

challenging, engaging and motivating, encouraging high aspirations and ambitions for all pupils

Planning within the

experiences and outcomes focuses on creating opportunities for pupils to actively engage in learning

Tasks selected are

differentiated to present an appropriate challenge for all learners

Resources are developed or

selected to promote active learning and are relevant to pupils’ needs and the school / community context

Activities promote

opportunities to develop and demonstrate creativity and innovation

Pupils have opportunities to

overcome challenges and achieve success

There are opportunities for

personal achievement across a range of different contexts.

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3.7 Progression

Children and young people should experience continuous progression in their learning from 3 to 18 within a single curriculum framework. Each stage should build upon earlier knowledge and achievements. Children should be able to progress at a rate which meets their needs and aptitudes, and keep options open so that routes are not closed off too early.

Early Level (Pre-school and P1)

Levels 1 & 2 (P2-7)

Levels 3 & 4 (S1-3)

The learning activities and

environment are planned and organised to offer opportunities to extend skills and deepen understanding

The adult role in ensuring

progression includes observing and supporting, facilitating and skilfully intervening in, or extending, the learning experiences

There is direct teaching and

focused work with groups or individual pupils to develop specific skills and knowledge in particular areas of learning

There is direct teaching and

focused work with groups or individual pupils to take account of additional support needs.

The organisation of

experiences and outcomes into levels helps to plan for progression to meet the differing needs of learners, from those pupils who enter primary schools still requiring support for their learning at early level to those at the later stages who are ready to be challenged by more advanced concepts and contexts

Formative assessment

evidence is actively used to allow teachers to make professional judgements about pupils’ progress. This will inform when they are ready for the challenge of new and stimulating learning contexts.

There is a suitably

challenging gradient of learning experiences maintaining and developing prior knowledge and achievements

The learning experiences

continue to meet and develop the pupils’ needs and aptitudes, keeping options open so that routes are not closed off too early

The majority of pupils move

onto Third level experiences and outcomes on entry to S1 to be challenged by more advanced concepts and contexts

Time is spent reviewing

formative assessment evidence to allow teachers to make professional judgements about when S1 to S3 pupils would benefit from more specialised experiences and outcomes provided by the Fourth level

The majority of pupils

undertake, or are ready to move on from, learning at the Fourth level by the end of S3

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3.8 Coherence

Taken as a whole, learning activities should combine to form a coherent experience with clear links between the different aspects of learning, including opportunities specifically planned to draw different strands of learning together. All children and young people have an entitlement to a curriculum which they experience as a coherent whole, with smooth and well-paced progression through the experiences and outcomes, particularly across transitions. Those planning the curriculum have a responsibility to plan in partnership with others how they will jointly enable children to move smoothly between establishments, building on prior learning and achievement in a manner which meets learners’ needs.

Early Level (Pre-school and P1)

Levels 1 & 2 (P2-7)

Levels 3 & 4 (S1-3)

Learning is holistic and responds

to each pupil’s changing developmental needs and values based upon a pupil’s prior knowledge from home

Staff build upon pupils’ enthusiasm, inventiveness and creativity to plan learning activities

Pupils are partners in the learning process, actively participating in the planning, shaping and directing of their own learning

There is coherence and consistency in the development of literacy, numeracy health and wellbeing and other skills for learning, life and work

Successful transitions are based upon shared expectations of active learning which have been established through professional dialogue across partnerships, sharing knowledge, information, ideas and expertise.

Pupils experience a blend of

programmes and studies across curriculum areas or subjects, interdisciplinary studies, opportunities for personal achievement and learning

Where appropriate, partners are a particular feature of planning

Through highly motivating contexts pupils see the links between different aspects of learning within and across subjects, curriculum areas and in interdisciplinary studies

There is coherence and consistency in the development of literacy, numeracy health and wellbeing and other skills for learning, life and work

Staff promote coherence in learning by using their overview of learning across the curriculum and their flexible approach to time management

In preparation for transition to secondary stages, pupils develop a clear understanding of individual areas and subjects in the curriculum and how they promote progression. They experience this through well designed interdisciplinary studies.

Collaborative approaches to

planning enables pupils to make connections between different areas of their learning

Staff work with partners to plan programmes which minimise fragmentation, using small teams of staff working together to cover curriculum areas, each contributing as appropriate from their subject specialism

Partnerships with colleges and youth work services, the voluntary sector and employers open up a wide range of motivating choices based upon the experiences and outcomes, to meet the needs of all pupils which may lead to qualifications

There is coherence and consistency in the development of literacy, numeracy and other skills for learning, life and work

School improvement planning supports the development or design of high quality learning programmes, based upon the experiences and outcomes, including joint programmes between primary and secondary

The school plans a blend of activities and courses, making full use of the expertise and resources which partners can contribute, based upon curriculum areas and subjects, interdisciplinary learning, opportunities for personal achievement and learning

Specialist staff and facilities within the secondary school provide a rich and stimulating environment in which pupils can progress their learning

Pupils are encouraged to choose a well balanced and coherent programme of study which is relevant to their future pathways

Interdisciplinary activities provide opportunity to deepen learning, develop research and presentation skills and prepare for the next stage of lifelong learning.

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3.9 Personalisation and choice

The curriculum should respond to individual needs and support particular aptitudes and talents. It should give each child and young person increasing opportunities for exercising responsible personal choice as they move through their school career.

Early Level

(Pre-school and P1) Levels 1 & 2

(P2-7) Levels 3 & 4

(S1-3) Learning within any

particular activity prompts different aspects of learning in individual ways for pupils

Approaches to learning

involve pupils in planning and are flexible to respond to their interests and needs.

Staff use their knowledge of

pupils’ prior experiences, learning and interests to provide customised support and feedback during teaching

Pupils have opportunities to

undertake personal projects and have choice in a variety of activities

Pupils are involved in the

planning and assessment processes

Pupils are encouraged to

pursue aspects of learning independently

There are opportunities for

personal achievement across a wide range of cultural sporting and community areas both within and outwith school.

Staff use their knowledge of

pupils’ prior experiences, learning and interests to provide customised support and feedback during teaching

Pupils have opportunities to

undertake personal projects and have choice in a variety of activities

Pupils are involved in the

planning and assessment processes

Pupils are encouraged to

pursue aspects of learning independently

There are opportunities for

personal achievement across a wide range of cultural sporting and community areas both within and outwith school

In S1-S3, pupils have

opportunities to include choices in approaches to learning within the classroom

There are opportunities for

personal achievement across a wide range of cultural sporting and community areas both within and outwith school

There are opportunities for

interdisciplinary learning through a variety of models such as rich tasks or electives.

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3.10 Relevance

Children and young people should understand the purposes of their activities. They should see the value of what they are learning and its relevance to their lives, present and future.

Early Level

(Pre-school and P1) Levels 1 & 2

(P2-7) Levels 3 & 4

(S1-3) Activities build directly on

what is familiar to the pupil Local environment and

events are used for real life contexts.

The curriculum content

connects with the child’s experience, learning and interests in and beyond the school environment

Staff use their in-depth

knowledge of the whole child during learning and teaching to inform and shape contexts for learning

Pupils know why, what and

how their learning relates to everyday life in their family, local community and the world of work.

The curriculum content

connects with the pupils’ experience, learning and interests in and beyond the school environment

Staff use their in-depth

knowledge of the whole child during learning and teaching to inform and shape contexts for learning

Pupils know why, what

and how their learning relates to everyday life in their family, local community and the world of work

Pupils increasingly develop

informed views and apply these to relevant moral and ethical issues

The curriculum is planned

to connect learning with the pupils’ experiences and interests in and beyond the school

Experiences are related to

skills for learning, life and work

In the senior phase, pupils’

experiences are relevant to their future pathways.

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Section 4 Curriculum Design in Secondary Schools 4.1 Planning for implementation of curriculum for excellence General Principles 4.1.1 The design and introduction of curriculum for excellence in secondary schools should be well

planned, phased and securely based on a clear shared rationale to offer high quality, challenging and enjoyable learning experiences for all learners.

4.1.2 The curriculum model developed should reflect national guidance in offering learning across the

four contexts, be framed around the seven principles of curriculum design and contribute to delivering the six entitlements for all learners.

4.1.3 There should be rigorous procedures in place to ensure that curriculum change is regularly

monitored and the impact evaluated. This should be undertaken with reference to appropriate qualitative and quantitative measures. Where necessary, refinements or adjustments should be made as part of established improvement planning processes.

4.1.4 There should be timely provision of sufficient relevant information to all stakeholders and

appropriate consultation undertaken. The extent of consultation will depend on the nature of planned changes.

4.1.5 Curriculum models should support efficient use of staff time – including in terms of providing non-

class contact time and the viability of all senior phase courses - particularly Advanced Higher and selected lower uptake Higher courses. Well planned collaborative arrangements between schools and with other partners should be used to maintain breadth of opportunity for learners.

4.1.6 Collaborative arrangements may require a degree of alignment in curriculum models. This implies

consistent start and finish times to the school day, a common duration and position of interval and lunch breaks and the same number of periods. It is on this foundation that the opportunities described in Section 4.3 Senior Phase: S4-6 can be built.

4.1.7 Learning across literacy, numeracy and selected health and wellbeing experiences and outcomes are the responsibility of all teachers and key skills for life. Schools should have reliable means to ensure that all staff are able to respond consistently to this expectation. Further guidance is contained within the Angus Literacy Strategy (June 2010) and Angus Numeracy Strategy (April 2010).

4.1.8 Staff, pupils, parents and partners should develop a shared understanding of skills for learning,

life and work. Development of these skills is an entitlement for all learners and fundamental to securing and sustaining positive destinations. Learning and progression of these skills should be planned across curriculum and consistently feature in dialogue with learners. These skills are intimately related to the recording and profiling of broader achievement. Further guidance is available in the draft document Skills for learning, life and work in Angus (June 2010) which is currently being piloted.

4.1.9 All schools should give active consideration to the potential gains in extending Form Tutor time to

increase personal support and challenge for pupils and enhance their learning experiences. This issue is explored further in Section 4.4 - Personal Support and Challenge and is reflected in guidance on time allocation in Section 4.2 - Broad general education: S1-3 and Section 4.3 – Senior Phase: S4-6.

4.1.10 Arriving at an agreed curriculum structure will involve school timetabling teams working with

colleagues to resolve challenges in delivering a workable model founded on a shared rationale. In this way, the timetable will facilitate a well structured curriculum, not be the main driver for it.

Phased implementation 4.1.11 Table 4.1 below outlines incremental steps towards full implementation by the end of session

2015/16. All secondary schools are well placed to meet these expectations. Table 4.1 Phased implementation overview

Session

09/10 10/11 11/12 12/13 13/14 14/15 15/16

Publication:

- Rev Access

- National 4/5

- Rev Higher

Publication:

- Revised

Adv Higher

First diet:

- Rev Access

- National 4/5

First diet:

- Rev Higher

First diet:

- Rev Adv

Higher

Dual run:

- Int 1& 2

Dual run:

- Int 1& 2,

- H and AH

SQA

Final year:

- S Grade

- Access

Final year:

- Int 1& 2

- H and AH

S1 Design &

develop

Implement

& evaluate

Care

& maintain

S2 Existing

curriculum

Design &

develop

Implement

& evaluate

Care

& maintain

S3 Existing

curriculum

Design &

develop

Implement

& evaluate

Care

& maintain

S4 Existing

curriculum

21

Design &

develop

(Acc & Nat)

Implement

& evaluate

(Acc & Nat)

Care

& maintain

S5 Existing

curriculum

Design &

develop

(Higher)

Implement

& evaluate

(Higher)

Care

& maintain

S6 Existing

curriculum

Design &

Develop

(Adv Higher)

Implement

& evaluate

(Adv Higher)

4.1.11 Changes to curriculum architecture may alter the subject balance and so create temporary over

or understaffing. Schools should make every effort to predict staffing requirements as far ahead as is practicable in order to achieve an optimum balance between the skills and qualifications of teaching staff and the needs of young people in the school.

4.1.12 In doing so, schools should take into account a range of factors including: predicted future school

roll; planned or anticipated curriculum innovation; staff turnover arising from promotion, relocation, transfer or retirement; agreed reductions in hours for part-time teachers; use of fixed term contracts for new appointees to maintain flexibility; viability of some courses - notably at Advanced Higher but also in selected Higher courses

4.1.13 Schools will need to plan in advance how best to prepare for the final presentations at Standard Grade in 2012/13 (last entries 2011/12) and dual running of existing and revised qualifications in the senior phase during sessions 2013/14 and 2014/15.

22

4.2 Broad General Education: S1-3 General Principles 4.2.1 A broad general education in S1-3 should offer young people progression in their learning in a

context provided by the Third and Fourth Level national experiences and outcomes. This provides a sound platform from which most pupils will embark on National 4 or National 5 qualifications in S4, as they enter the Senior Phase.

4.2.2 It is anticipated that almost all learners will experience learning and achievement across all Third

Level outcomes and most learners will also experience some (and often many) of the Fourth Level outcomes by the end of S3. Schools should have in place a range of strategies to meet the needs of individual learners who face barriers to their learning.

4.2.3 Early presentation at National 4 or National 5 qualifications should not be considered other than

in exceptional circumstances and only where this would clearly best meet the needs of individual learners. The opportunity to provide challenge through broadening and deepening learning within the context of the Third and Fourth levels is considerable.

Time allocations and flexibility 4.2.4 There is no national guidance on breadth and balance in S1-S3 other than an entitlement to one

hour of RME (see also 4.3.17) and two hours of quality PE per week. Beyond this, the balance of time should be spread across: remaining curriculum areas; extended interdisciplinary learning; opportunities for broader achievement and personal support and challenge including through Form Tutor time and PSE.

4.2.5 Table 4.2 provides guidance on the suggested minimum time allocation to different aspects of the

curriculum. Schools will wish to use, at their discretion, the allowance for flexibility in ways that best meet the need of their learners. Possible uses include: augmenting time allocated to selected curricular areas interdisciplinary learning activities relating to the ethos and the wider work of the school community developing and profiling of literacy, numeracy and health & wellbeing profiling the development of skills for learning, life and work and broader achievement

Interdisciplinary learning 4.2.6 Interdisciplinary experiences offer an invaluable opportunity to enhance relevance and coherence

for learners. Well planned and managed, it broadens and deepens learning, giving learners the chance to apply their learning in less familiar contexts, promotes understanding and increases challenge. Consequently, it can be a reliable way to assess and evidence breadth, challenge and application of learning. It also provides one form of personalisation and choice.

4.2.7 It should be a common experience for all pupils both through timetabled activities and less

formalised, but no less well planned, opportunistic arrangements between subjects. Schools have discretion over how best to manage this whether through regular time allocations or less frequent but more substantial projects. As a guide, no learner should experience less than a minimum 20 hours of interdisciplinary learning in a year and often much more.

4.2.8 To complement more structured interdisciplinary experiences, staff should capitalise on ad-hoc

opportunities to link learning across the curriculum. To do so requires all staff to become increasingly familiar with the experiences and outcomes and sequencing of learning across other curricular areas. In all cases, learning should be planned using third and fourth level experiences and outcomes

4.2.9 Further guidance on effective interdisciplinary learning is included in Section 2 (2.19 – 2.22) and

as Appendix 4.

23

Table 4.2 Suggested minimum time allocations in broad general education S1-3

Periods (per week)

CfE Area Subjects

S1 S2 S3

Time (mins)

Comments

English

6

(3)

6

(3)

6

(3)

300

(150)

- Allocation of an additional period may be considered a priority in some schools

Languages

Modern languages

French German Spanish

Other

(3) (3) (3) (150) - An experience of more than one language may be managed through rotation

Mathematics

3 3 3 150 - Allocation of an additional period may be considered a priority in some schools

Science Biology

Chemistry Physics

3 3 3 150 - Integrated in S1/2 and potentially S3 - Experience of discrete sciences may

be via rotation/selection (or combination) in S3

Social Studies History

Geography Modern studies

3 3 3 150 - Potential to be integrated in S1/2 - Experience of discrete social subjects

may be via rotation/selection (or combination) in S3

Expressive Arts

Art

Music Dance Drama

3 3 3 150 - May be by rota - Potential for coherence via planned

interdisciplinary work

Technologies Technical

HE* ICT

Bus Ed

3 (1) (1) (1) -

3 (1) (1) (1) -

3 (1) (1) (1) -

150 (50) (50) (50)

- ICT may be integrated in Bus Ed and other Technologies courses and/or short inserts

- Potential for coherence via interdisciplinary work

Health and Wellbeing

PE

HE* PSE

3 (2) -

(1)

3 (2) -

(1)

3 (2) -

(1)

150 (100)

- (50)

- PSE time commitment may be adjusted to reflect Form Tutor time

- Overall allocation to HE* = 1 period

RME

1 1 1 50

Sub-total 25 25 25

1250

Flexibility

5 5 5 250 - Augment selected curricular areas - Support broader achievement - Interdisciplinary learning

Form Tutor Time **

30 mins daily

30 mins daily

30 mins daily

150 - Variable from 30 - 12 mins daily depending on period length (50 / 51 / 52 / 53 mins) – see also 4.4.2

Overall Total 30 30 30

1650

NB ** Figures based on an assumed period length of 50 minutes and Form Tutor time of 30 minutes – period length can increase by up to 3 mins/period with commensurate reduction in Form Tutor time to 24, 18 or 12 minutes daily

24

Personalisation and Choice 4.2.10 All learners should be actively involved in planning their learning and have opportunities for

choice within and across the curriculum. Interdisciplinary learning, contributions to the life of the school as a community and broader achievement provide further contexts for personalisation.

4.2.11 Given the need to prepare learners for selection of a narrower range of courses in S4 from

2013/14, care should be taken to ensure that S3 option choices are based on accurate and up-to-date information. This will require provision of relevant advice and guidance to all learners.

4.2.12 Although there is a clear emphasis on maintaining breadth of learning across all subjects in each

curriculum area throughout S1-3, it is acknowledged that in some schools, staffing or other unavoidable factors may dictate some degree of specialisation in part or all of S3. This will require any form of option choice in S2 to be based on sound information, advice and guidance.

4.2.13 Where an element of specialisation in S3 is unavoidable, it should be understood this does not represent an early start to National 4 or 5 courses and should not restrict the options available to learners on entering the senior phase. With increasingly skills based national qualifications, most pupils will have the acquired the necessary skills to enable study in any subject within a curriculum area not just the one(s) followed in S3.

Timetable structure

4.2.14 The timetable in S1-3 should minimise fragmentation and the number of discrete teacher

contacts, where practicable, by: striving to offer an integrated approach that links learning across a curriculum area and,

through interdisciplinary working, between curriculum areas seeking to achieve a reasonable balance between the use of specialist teachers for each

subject in a curriculum area and one teacher supporting learning across some or all subjects in that curriculum area

4.2.15 To offer almost all learners access to six accredited courses in S4, study towards national

qualifications in English and mathematics will need to start in S3. Coverage of third and particularly fourth level experiences and outcomes in English and maths will need to be carefully planned and managed to allow a smooth progression into National 4 or National 5 at the point of change.

4.2.16 For this reason, and to minimise impact on the principle of a broad general education for all in

S1-3, where practicable, the start of national qualifications in English and maths should be delayed until as late as possible in S3. It should also avoid any reduction in contact with Form Tutors or in the time allocated to RME, PSE and PE.

4.2.17 Learning in all other curriculum areas will continue to be planned using the third and fourth level

experiences and outcomes to the end of S3. 4.2.18 The articulation between a broad general education in S1-3 and the senior phase, is shown in

Appendix 5. 4.2.19 Where practicable, schools may consider a timetable based on a schematic for S1-S3. Staff

availability and accommodation may necessitate the use of cross-setting between some curriculum areas. Clearly this requires a common time allocation to cross-set curriculum areas, particularly where flexibility has been used selectively to augment subject time. Applied with care, cross-setting can support some interdisciplinary learning between the pairs of curriculum areas.

25

4.3 Senior Phase: S4-6 General Principles 4.3.1 Young people have an entitlement to follow courses that provide opportunities to study for

recognised qualifications in the Senior Phase as a progression route from their broad general education 3-15.

4.3.2 Learning through and across the four contexts (ethos and life of the school, curriculum areas,

interdisciplinary studies, broader achievement) should continue through the senior phase. 4.3.3 For almost all learners, English and mathematics will be studied to the end of S4. For many, one

if not both, will continue to be studied in S5 and perhaps S6. 4.3.4 Schools should offer learners the means to continue to develop and record their achievements

including the development of skills for learning, life and work. This should be integral to recording personal achievement and will be one factor in delivering the entitlement for all learners to experience opportunities to move into positive and sustained destinations.

4.3.5 Schools and partners should appreciate that 16+ Learning Choices is Scottish Government’s

commitment to allow all learners to continue their learning up to 18 years of age whether in or out of school. For many, their learning will continue wholly in school but, for some, it may increasingly be through negotiated arrangements between schools and one or more other partners.

4.3.6 For others, learning will continue after leaving school in S4 or S5 through college, training,

employment, volunteering or a tailored package of learning opportunities. To maintain access to this entitlement for all learners, schools should work together with partners to ensure that 16+ Learning Choices is fully integrated into the senior phase of Curriculum for Excellence.

4.3.7 The senior school curriculum should continue to offer coherence and relevance across learning

including through the cross-cutting themes of literacy, numeracy and health and wellbeing. 4.3.8 Schools should actively promote the development of independent learning through access to a

wide range of resources including SCHOLAR. The use of GLOW as a means of providing tuition and support in low uptake subjects, especially at Higher/Advanced Higher, should be explored by all Angus schools.

Personalisation, Choice and Timetable Structure 4.3.9 The senior phase is best seen in terms of levels of study rather than year stages. A class

undertaking a course at a given SCQF level might comprise of young people across all three stages (S4-6).

4.3.10 It is anticipated that most learners will follow six National 4 or National 5 qualifications in S4 with

a minority working wholly or partly at Access level. For almost all, this will include English and mathematics at the appropriate level plus four other options.

4.3.11 In some circumstances, to best meet the needs of individual learners, direct entry to Higher in S4

may be considered. 4.3.12 Initial entry into the Senior Phase in S4 will reflect progress and achievement within the Third and

Fourth Levels of their broad general education. As a general guide: For entry to National 5: pupils will be secure at Third Level and consolidating or secure at

Fourth Level For entry to National 4: pupils will be secure at Third Level and developing or consolidating at

Fourth Level For entry to Access: pupils will be developing or consolidating at Third Level and with limited

or no experience at Fourth Level

26

4.3.13 At points of choice for S5 and S6, learners can either progress vertically to the next SCQF level in five national qualifications, depending on prior achievement, or laterally to broaden their range of qualifications within an SCQF level.

4.3.14 Schools and their partners should continue to identify, develop and deliver a range of work-

related (vocational) courses appropriate to the needs of young people. This will maintain and extend the diversity of progression routes through the senior phase and into positive, sustained destinations.

4.3.15 In certain circumstances, to best meet the needs of some learners, consideration may be given to

arrangements to allow study of courses over a period of two years. This arrangement should not preclude the collaborative working described in 4.3.20 – 4.3.23 below.

Time allocations and flexibility 4.2.16 New and revised national qualifications are planned around a notional 160 hours. The statutory

entitlement to RME and an expectation for two hours of quality PE per week remain throughout S4-6 for all young people. This commitment may be subject to review and negotiation where pupils are partly engaged in accredited learning delivered by partners such as FE colleges.

4.3.17 Under The Education (Scotland) Act 1980, provision of religious education for all pupils aged 3-

18 is a statutory duty. Updated guidance from Scottish Government in February 2011 further emphasised the need for RME to be experienced in S4-6 as both a “specific subject discipline” as well as through interdisciplinary learning, including within PSE. The overall time allocated to RME should be approximately one hour, the same as currently exists.

4.3.18 Beyond this, the balance of time for most learners should be spread across six national

qualification courses in S4 and five courses in S5 and 6. Table 4.3 provides guidance on the suggested minimum time allocation to different aspects of the curriculum (see also 4.2.15).

4.3.19 Any flexibility can be used to maintain opportunities in: interdisciplinary learning; supporting

broader achievement; developing literacy, numeracy and health & wellbeing and providing personal support and challenge.

Table 4.3 Suggested minimum time allocations in senior phase (six options)

Options

Form Time

A B

C D

E

PE

PSE / RME

Flexibility

2x3 ppw (300 mins)

5 ppw (250 mins)

5 ppw (250 mins)

5 ppw (250 mins)

5 ppw (250 mins)

S4

30 mins

daily

Maths

English

Choice

Choice

Choice

Choice

2 ppw (100 mins)

2 ppw (100 mins)

0 ppw

5 ppw (250 mins)

5 ppw (250 mins)

5 ppw (250 mins)

5 ppw (250 mins)

5 ppw (250 mins)

S5/6

30 mins

daily

Choice

Choice

Choice

Choice

Choice

2 ppw (100 mins)

2 ppw (100 mins)

1 ppw (50 mins)

Notes: Based on a week of 30 x 50 minute periods + 30 minutes Form Tutor contact daily In S4 only, maths and English commence in S3 to allow a total time allocation greater than 160 hours (actual time

dependent on start date in S3) In all other circumstances, total annual time allocation for new and revised national qualifications is 162.5 hours

(excluding impact of public holidays and in-service events) PE just below weekly two hour entitlement Period length can increase by up to 3 mins/period with commensurate reduction in Form Tutor time to 24, 18 or 12

minutes daily

27

Collaborative working with partners 4.3.20 The harmonisation of curriculum models across schools brings greater potential for collaborative

working and increased staffing efficiency while retaining equity of access for all learners to a broad range of opportunities for accredited learning in the senior phase. It could include both systematic and opportunistic arrangements.

4.3.21 Systematic arrangements encompass possible future development of an annual Angus 16+

Prospectus to extend subject choice. This would offer all learners access to accredited courses available in some but not all schools and may include Highers or Advanced Highers in a range of lower uptake subjects such as some modern languages, business education, drama or work-related learning (eg SfW). In addition an Angus 16+ Prospectus could incorporate opportunities offered by partners such as further education colleges.

4.3.22 Opportunistic arrangements would revolve around an annual ‘pooling’ by schools of courses

where there is demand from young people but where uptake is below a viable minimum. The preferred location for delivery of these courses would be negotiated between schools and the young people affected able to opt to pursue this arrangement or re-select an alternative.

4.3.23 It is anticipated that such arrangements would predominantly apply to pupils in S5 and S6 who

would be better able to manage arrangements for travel and/or independent learning (including via GLOW and SCHOLAR).

4.4 Personal support and challenge 4.4.1 Access to personal support and challenge is an entitlement for all learners and the responsibility

of all staff. Principal Teachers Pupil Care and Support and Form Tutors fulfil particular roles in monitoring pupils’ progress and in ensuring they receive the support and challenge appropriate to their needs and circumstances.

4.4.2 Young people should have regular contact with their Form Tutor. Extending this contact time

could bring a range of benefits for learners which include: enhanced monitoring and tracking of progress delivering aspects of PSE complementing learning in and across subjects by providing supported study – including

through peer support structured opportunities for collating and organising evidence to profile achievement planning and carrying out citizenship activities across the school and its wider community creating further ‘space’ in the curriculum for learning across the four contexts

4.4.3 Schools should consider these and the balance of other potential benefits or drawbacks in

extending Form Tutor contact time when reviewing current and planning future arrangements. The curriculum model described in these guidelines allows for a phased transition towards extended Form Tutor contact.

4.4.4 Changes to current Form Tutor contact arrangements should be accompanied by appropriate

and well planned CPD to develop the necessary skills and confidence. 4.4.5 A comprehensive Form Tutor training pack has been developed to ensure all teachers have a

sound understanding of their current role which includes:

Taking pastoral responsibility for a group of pupils and providing general support and advice, for example, by: undertaking registration duties monitoring attendance, late-coming, dress-code and behaviour in line with school procedures issuing correspondence providing information and advice

28

completing documents, for example career interview request forms, leaving forms

Liaising and co-operating with the Principal Teacher (Pupil Care and Support), for example, by: gathering and passing on useful pupil information, for example, about medical conditions,

pupil achievements referring concerns, for example, about serious misbehaviour, relationship difficulties with

other pupils, and child protection issues Contributing to arrangements to support pupils during key transition stages, for example, by: assisting with aspects of primary/secondary transition assisting with the completion of course choice forms inducting new pupils who join the form class/school

Supporting and monitoring the progress of pupils in their Form Tutor groups, for example, by: offering regular encouragement reviewing and checking planners tracking progress through the use of SEEMIS assisting pupils in reviewing progress and in determining targets/next steps contributing to the preparation of pupil progress reports meeting with parents, as appropriate

4.5 Curriculum Review 4.5.1 All schools should regularly review the curriculum as part of their annual cycle of self-evaluation.

This process should be rigorous and securely based on evidence of the impact on outcomes for learners and their experiences.

4.5.2 It should be undertaken with reference to appropriate qualitative and quantitative measures.

HMIe’s publications How Good is our School? (HMIe, 2006) and Improving our Curriculum through Self-Evaluation (HMIe, 2008) (see Appendix 2) support this process.

4.5.3 Consideration should also be given to guidance contained in the supplementary advice notes

issued by HMIe in January and August 2011. 4.5.4 Appendix 3 offers further reflective questions for consideration by curriculum group leaders and

senior managers. 4.5.5 Any curriculum review should highlight both strengths and areas for development. Where

necessary, refinements or adjustments should be made as part of established improvement planning processes.

29

Appendices

APPENDIX 1 SKILLS FOR LEARNING, LIFE AND WORK

30

31

Skills for learning, life and work in Angus “All children and young people are entitled to opportunities to develop skills for learning, life and work. The skills are relevant from the early years right through to the senior phase and beyond.” Building the Curriculum 4 The main messages within Building the Curriculum 4 are: Development of skills is essential to help young people become successful learners, confident

individuals, responsible citizens and effective contributors It is an entitlement for all young people within the new curriculum There is a need to establish a common understanding and language around skills development

between pupils, parents, school staff and other partners Skills should be developed within and across the curriculum Development of skills for learning, life and work should occur in a variety of contexts and through a

range of learning experiences appropriate to learners needs including through partnership working Assessment should be formative to promote reflection and identify next steps, increase

understanding of the wider application of skills and be based on day-to-day learning In response, Skills for Learning, Life and Work in Angus describes three overlapping and mutually complementary clusters of skills based on national guidance and summarised on the previous page. Staff and pupils already use a rich skills vocabulary related to curricular areas and the intention is not to replace this but rather to relate these skills, in a consistent way, to the transferable skills for learning, life and work that all learners will carry with them into life beyond school. Planning skills development Skills for learning, life and work are embedded within the Experiences and Outcomes and National Qualifications. However, the fact that skills are embedded does not abdicate the responsibility to systematically plan their progressive development in a manageable and proportionate way. ‘Embedded’ does not mean ‘forgotten’ or ‘left to chance’. Explicit planning for the development of these skills should be an integral part of medium and short term planning. Skills development does not need new or different activities to be planned. Where learners enjoy rich and active learning in a variety of contexts skills will be developed. It is their recognition and a shared dialogue between a learner, their peers and the teacher that is key.

Assessment and reporting

“It is important that children and young people are aware of, and understand, the value of the skills that they are developing. Adults, practitioners and learners should reflect together on their progress in the range of skills that they consider to be important in their learning, lives and work.” Building the Curriculum 4 Assessment of skills is integral to the learning experience, not additional. It is not anticipated that assessment tasks specific to skills for learning, life and work should be developed where teachers and schools already use a broad range of approaches that cover assessment of what pupils: write; say; make and do In order that assessment be formative and progressive, learners should be clear about the skill(s) being developed and assessed. They should also have the opportunity to contribute to the planned skills focus and identification of evidence to exemplify their achievement and be retained within their personal folio. This active participation is key to consolidating learning and shaping next steps. [As indicated in paragraph 2.18 of the guidelines, the web-based planning tool, OTWL, will be adopted in all Angus

32

schools in session 2011-2012 – this tool will be a key means by which to plan and track the learning and provide feedback to pupils and their parents.]

33

APPENDIX 2 EVALUATING THE WHOLE SCHOOL CURRICULUM Theme 1: The rationale and design of the curriculum This theme looks at the way the rationale and design of the curriculum takes account of shared values, meets the needs of all learners and takes account of the Curriculum for Excellence principles of curriculum design. How well do we develop a vision and rationale for our curriculum which is based on our shared

values and develops the four capacities of Curriculum for Excellence? How well does our curriculum take account of the design principles of Curriculum for Excellence

(challenge, enjoyment, breadth, depth, progression, relevance, coherence, personalisation and choice)?

How well do we design the curriculum with the needs of all including those children and young

people with additional support needs? How effectively do we put together our whole curriculum to use the following to promote the

entitlements for all children and young people?: - the ethos and life of the school or centre as a community; - curriculum areas and subjects; - interdisciplinary learning; and - planned opportunities for personal achievement

Theme 2: The development of the curriculum This theme looks at the processes which the school or centre puts in place to develop the curriculum to improve the range and quality of experiences and outcomes for learners. How well do we develop and refresh our curriculum and manage curriculum change and innovation

to implement Curriculum for Excellence? How well do we involve partners and key stakeholders in curriculum change and innovation? How well do we identify the benefits for learners from planned curriculum change and innovation? How well do we monitor and evaluate the impact and outcomes of changes in our curriculum,

including in areas delivered by partners? Theme 3: Programmes and courses This theme looks at the quality of programmes and courses. These should take account of the experiences and outcomes to respond to the needs of all learners, supporting progression, providing links between learning, developing a range of skills including literacy, numeracy, health and wellbeing and skills for learning life and work, and providing planned opportunities for personal achievement. How well are we planning to adopt the sets of experiences and outcomes in designing and refreshing

programmes and courses to ensure that they promote the four capacities and meet national expectations?

How successfully do our programmes and courses balance the progressive development of

knowledge and skills with flexibility for staff in determining the content to be covered? How successful is the use of interdisciplinary projects and studies in stimulating learners to make

links across different aspects of learning?

34

How effectively do we offer planned opportunities for personalisation and choice, and for personal achievement?

How effectively are our programmes and courses matched to the needs of all learners so that they

progress well from their prior learning? How well do our programmes and courses develop skills for learning, skills for life and skills for work

with a continuous focus on literacy, numeracy and health and wellbeing? Theme 4: Transitions This theme looks at the arrangements for transitions the school or centre has in place to ensure continuity and progression in learning and wider achievement and to provide effective personal support for learners. How effective are our transition procedures and programmes in meeting the needs of all learners

including those with requiring additional support to ensure continuity and progression in learning? How effective are our arrangements for personal support and induction to the next phase of learning,

including preparation for the world of work and future careers, to ensure positive and sustained destinations?

35

APPENDIX 3 EVALUATING CURRICULUM GROUP PROGRAMMES AND COURSES Reflective questions for PTs Curriculum/PTs PCS 1. How is the faculty planning to adopt the sets of experiences and outcomes in designing and

refreshing programmes and courses to ensure that they promote the four capacities and meet national expectations?

2. How do the programmes and courses offered balance the progressive development of

knowledge and skills with flexibility for staff in determining the content to be covered? 3. How will interdisciplinary projects and studies be used to stimulate learners to make links across

different aspects of learning? 4. How will planned opportunities for personalisation and choice and for personal achievement be

offered? 5. How effectively are the programmes and courses on offer matched to the needs of all learners so

that they progress well from their prior learning? 6. How well do the programmes and courses develop skills for learning, skills for life and skills for

work with a continuous focus on literacy, numeracy and health and wellbeing? 7. How will the faculty meet each of the seven principles when developing its curriculum for all

learners in S1 2010? 8. How will the progress of each pupil be tracked and monitored? Points and questions for consideration by Secondary School Managers 1. Structure of the school day and shape of the school week.

a. duration of teaching periods b. number of periods per week c. number of periods per day d. start time and end time of each school day e. duration of morning interval f. duration of form class g. duration of lunch break h. the time when form classes meet during the school day

2. Curriculum development

a. Have curriculum development priorities for Sessions from 2010 onwards been identified, discussed and prioritized at: i. whole school level ii. curriculum area/faculty level iii. cross-curricular/inter-disciplinary level

b. When and where will teaching staff be actively engaged in overtaking the established curriculum development priorities?

c. Do existing Working Time Agreements take account of curriculum development for CfE? d. Are all staff familiar with the Outcomes and Experiences related to their area of interest? e. Are all staff engaged in developing inter-disciplinary learning? f. Have all staff received a copy or summary of Building the Curriculum 3? g. Has the school formulated an implementation plan for CfE? h. How are stakeholders involved in the development of CfE?

36

i. Are SMT and PTs aware of their roles and responsibilities in leading and managing the development of CfE?

j. Has the curriculum been developed in line with the principles for curriculum development and the entitlements for pupils?

3. Subjects contributing to curriculum areas

a. To which curriculum area(s) will each of the main subjects/subject areas make a contribution? b. How much time (minutes per week) will be allocated to each curriculum area? c. How will pupils be able to exercise the entitlement to Personalisation and Choice? d. How will programmes of study enable pupils to develop skills for work, life and learning? e. How does the school plan to monitor and track the progress of all learners through the

curriculum? 4. Literacy, Numeracy, and Health and Wellbeing

a. Which members of staff will be responsible for managing and quality assuring the delivery of each of these cross cutting themes across the whole school?

b. Which members of staff will be responsible for coordinating and monitoring the production of student portfolios and their internal assessment?

5. Broad general education and the senior phase

a. Does the school plan for pupils to cover all outcomes and experiences at Level 3 and some (most) at Level 4 by the end of S3?

b. Does the school plan to introduce SQA subjects into the junior school curriculum and if so which subjects into which year groups and at which levels?

c. How many SQA subjects or their equivalent will be in the curriculum of S4 pupils, S5 pupils and S6 pupils?

d. Which levels of study will be available to S4 pupils? e. Will SQA awards be delivered as one-year or two-year courses? f. Will the school operate composite S4-S6 classes? g. Does the school plan to use composite classes in junior school? h. Will the future curriculum meet the 7 principles of curriculum design with particular reference

to breadth? i. Will English and maths remain as compulsory subjects for S4/S5 pupils who have achieved

“acceptable” levels of literacy and numeracy? 6. Timetabling

a. Do the teaching staff / partnership staff have the range of expertise needed to deliver the proposed curriculum?

b. Have capacity and load projections been calculated for the forthcoming year(s)? c. Which curriculum areas/SQA subjects could be under/over staffed? d. Will it be possible to use opportunities presented by the retirement of current teachers to

redress the balance of teaching staff e. Will the use of composite classes improve the efficiency of the timetable and if so does the

school plan to translate efficiency savings into practical class sizes wherever possible in junior school?

f. How could the opportunities for senior school consortia arrangements be increased? g. When should a new timetable start? h. When should pupils make course choices? i. How can the timetable promote the principles for curriculum design and pupil entitlements?

7. Transition from P7 to S1

a. Is the school actively engaged in discussion on transition with all associated Primary schools?

b. Do key staff have specific responsibility for transition in their remits? c. Does the transition programme enable the needs of all learners to be identified and

communicated to secondary school staff and are arrangements in place to address identified needs?

d. Describe the transition strategies / activities currently being used e. Outline plans for future transition strategies / plans

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f. Identify the key resources needed for improved transition

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APPENDIX 4 INTERDISCIPLINARY LEARNING

(Extract from HMIe CfE Implementation Partnership Materials 2010) Partnership support for the implementation of Curriculum for Excellence Building capacity in interdisciplinary learning Features of effective interdisciplinary learning (IDL): summary This paper includes some of the features of emerging good practice in IDL. Developing IDL:

Professional dialogue in staff teams about the purpose, types and place of IDL within the overall curriculum design.

Opportunities for staff to work together to identify the potential for IDL within different curriculum areas.

There is an overall plan for IDL across a school or cluster, to ensure longer term progression, coherence and continuity in children’s learning.

Planning IDL:

Starting with carefully selected experiences and outcomes, from two or more curriculum areas. These should build on children’s next steps in learning.

Planning should show the contribution of different disciplines, knowledge, understanding and higher-order skills.

Clear success criteria focus the intended learning, within and across the experiences and outcomes. This is used as the basis for assessing and tracking children’s progress.

Principles of curriculum design are used to inform teacher’s decisions about organising learning and their evaluations.

Learners experience of IDL:

Teachers, children and others should be aware of the role and contributions of the disciplines, or curriculum areas, within the interdisciplinary learning. They should be careful that learning does not become ‘lost’ within the theme or context.

The context for IDL should enable children to deepen, explore, test out and challenge their knowledge and understanding from different curriculum areas, thus developing higher-order thinking skills. IDL also enables children to consolidate and extend their learning, making concepts or knowledge from different curriculum areas more relevant and meaningful. For example, teaching probability in mathematics co-ordinated with science work on DNA and genetics.

Children have opportunities for personalisation and choice within IDL. This can include prior learning, areas of interest, different ways of demonstrating learning, finding different examples and other higher-order skills such as comparing and contrasting the contribution of different disciplines to the IDL. Pupil choice is set within the context of the teacher’s planning. This ‘freedom within a framework’ is planned to ensure appropriate progression and continuity in learning, avoiding complete free choice, which could put learners’ progress at risk.

Activities meet the varying learning needs of children.

APPENDIX 5 OVERVIEW OF BROAD GENERAL EDUCATION AND SENIOR PHASE Broad General Education S1-3

Stage

Form Time

(150 mins)

Maths

3 ppw

(150 mins)

English

3 ppw

(150 mins)

Mod Lang

3 ppw

(150 mins)

Social

subjects 3 ppw

(150 mins)

Techs

3 ppw

(150 mins)

Science

3 ppw

(150 mins)

HWB

(inc PE) 3 ppw

(150 mins)

Exp Arts

3 ppw

(150 mins)

PSE / RME

Flexibility

S1

30 mins

daily

2 ppw

4 ppw

S2

30 mins

daily

Broad General Education

2 ppw

4 ppw

S3

30 mins

daily

Start NQ Maths

Start NQ English

2 ppw

4 ppw

Broad General Education

Broad General Education

Senior Phase S4-6

Continue from S3 2 x 3 ppw (150 mins)

Options 4 x 5 ppw (250 mins)

Stage

Form Time

(A) B

C D E

PE

PSE / RME

Flexibility

S4

30 mins

daily

Maths

English

Choice

Choice

Choice

Choice

2ppw

2 ppw

0 ppw

Options 5 x 5 ppw (250 mins)

S5

30 mins

daily A

Choice

B

Choice

C

Choice

D

Choice

E

Choice

2 ppw

2 ppw

1 ppw

S6

30 mins

daily

Choice

Choice

Choice

Choice

Choice

2 ppw

2 ppw

1 ppw

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