Planning (primary version)

Session 1 Assessing the framework

Session 1: Assessing the framework Aims To assess an aspect of our curriculum against key principles of Curriculum for Excellence design.  To review an aspect of our curriculum within the new framework of experiences and outcomes.  To consider the implications in planning for Literacy across Learning.

Activity 3: Identifying experiences and outcomes Task A: Reviewing a current aspect of the curriculum Select an aspect of work in the area of Health Education. This may be a topic or a programme of study that you have planned previously, or that you are teaching currently. Review this Health Education topic or programme by considering some of the key Curriculum for Excellence principles of design.

Activity 3: Identifying experiences and outcomes Task A: Discussion questions What aspects of the previous 5-14 programme did it cover? To what extent did it provide challenge and enjoyment for learners?  To what extent did it provide progression in student’s learning? To what extent was the curricular content still current and relevant?   To what extent did it provide personalisation and choice?

Activity 3: Identifying experiences and outcomes Task B: Reviewing experiences and outcomes Review this same Health Education topic or programme within the new Curriculum for Excellence framework. Using the Health and Wellbeing document, identify those experiences and outcomes that are most relevant.

Activity 3: Identifying experiences and outcomes Task B: Discussion questions Which experiences and outcomes within the new framework are most relevant to this topic or programme? To what extent do these new experiences and outcomes reflect your existing curricular arrangements? What are the main differences or similarities? In what ways does the new framework present opportunities for changing or developing this topic or programme?

Activity 3: Identifying experiences and outcomes Task B: Discussion questions Can you identify opportunities for interdisciplinary learning – ie, incorporating experiences and outcomes from other curricular areas of the framework?   What changes might be required to learning and teaching, or resources?

Activity 3: Identifying experiences and outcomes Task C: Literacy across learning Within the new framework, Literacy across Learning is the responsibility of all staff. This requires teachers to plan opportunities for listening and talking, reading and writing in areas of the curriculum other than Language. Consider the following questions by focusing on the Health Education programme you reviewed in Tasks A and B.

Activity 3: Identifying experiences and outcomes Task C: Discussion questions In what ways could this topic promote the development of listening and talking?   In what ways could this topic promote the development of reading?  In what ways could this topic promote the development of writing?  In what ways might this change the nature of teacher planning?

Activity 3: Identifying experiences and outcomes Examples of literacy across learning Creating texts Finding and using information Listening and talking Understanding, analysing and evaluating Reading Organising and using information Tools for writing

Session 2 Collaborative planning

Session 2: Collaborative planning Aims To identify opportunities for interdisciplinary learning.  To plan a curricular topic or theme using an interdisciplinary approach.  To consider the wider implications of interdisciplinary planning.

Activity 6: Interdisciplinary planning - video Questions What are the main messages about planning that arise from this film? To what extent do you agree or disagree with these views?  To what extent do we already employ some of the planning approaches mentioned in the film?  Whole school thematic planning? Planning for interdisciplinary learning? Joint planning with stage partners or other colleagues?

Activity 6: Summary of key points Curriculum for Excellence creates opportunities for interdisciplinary learning, cross-curricular working and collaborative planning.  5-14 frequently resulted in an overemphasis on planning. It was often a bureaucratic process and narrowed the scope of learning and teaching.  Many schools are now embedding Language and Maths outcomes within broader themes or topics. This is changing the nature of learning and teaching in these areas.

Activity 6: Summary of key points (continued) Some schools plan curricular outcomes within broader, overarching themes.  Some schools plan whole school topics, involving all stages and all staff.  Some schools have implemented joint planning, for example, between stage partners.  Planning should also focus on learning and teaching and assessment methodologies.  Planning should not be seen as a straightjacket. The process should be organic, dynamic and flexible.

Activity 7: Primary schools - videos Questions What was the nature or context for interdisciplinary planning in this school or project? How did the school implement this particular project or topic? Which curricular aspects were involved? How was it organised?  What might our school learn from this example of interdisciplinary learning?

Activity 8: Planning a farming topic For a number of years, the P4 class at Duncastle Primary School has experienced a topic on Farming.  The topic covers a narrow range of Environmental Studies 5-14 strands and children’s learning experiences have not been challenging or engaging. The approaches to learning and teaching are not stimulating for pupils and the contexts for learning lack relevance and coherence. The curricular content covers mostly geographical aspects from People in Place and a small input of Science. There is no meaningful integration of other areas of the curriculum. The ‘Farm’ topic is not an enjoyable one for teacher or class.

Activity 8: Planning a farming topic Group Task  How might the Curriculum for Excellence framework improve this learning experience for pupils? You should consider how the ‘Farm’ topic could be made more stimulating and relevant by:  incorporating a broader range of experiences and outcomes; identifying more relevant contexts for learning; planning more engaging approaches to learning and teaching.

Activity 9: Planning a whole school theme Working in with stage partners or in smaller groups, consider how you might plan a whole school experience based on the theme of ‘Scotland’. Be as creative as possible in your thinking. Assume that whole-school means children at all stages will be involved in the learning experience.

Activity 9: Planning a whole school theme What kinds of broad topics or contexts for learning would fit well into a Scotland theme?  Which areas of the curriculum framework might be included, and in what way? (eg, Social Subjects, Language, Technologies) Which experiences and outcomes within the new framework would be most appropriate for pupils at my stage?  What kinds of rich and engaging approaches to teaching and learning might be possible?  What kinds of approaches to assessment would be appropriate?  What would be involved in putting together a whole school plan for the Scotland theme?