Curriculum Architecture Graeme Logan Head Teacher Peel Primary School West Lothian Council Aberdeen September 2007

Curriculum Architecture Overview of Presentation Examples from our journey to excellence Ideas/ strategies that you can transfer Re-shaping the curriculum Planning for joined-up learning Moving on with formative assessment as part of ACfE

My aim as a Headteacher For every child to become an architect of their own learning

This is a very exciting time for teaching professionals. Be positive ! Or you might turn into…….. Blameless Bob always has an excuse for everything Blameless Bob always has an excuse for everything Whining Wendy complains no matter what she is asked to do Whining Wendy complains no matter what she is asked to do Thumb-twiddling Tom lacks motivation and initiative Thumb-twiddling Tom lacks motivation and initiative Insubordinate subordinate challenges you in front of other workers and managers Insubordinate subordinate challenges you in front of other workers and managers Tortoise Teresa shows up late and is last to do everything Tortoise Teresa shows up late and is last to do everything

Amy attitude has a negative attitude that brings everyone down Amy attitude has a negative attitude that brings everyone down Hand-holder needs constant supervision Hand-holder needs constant supervision Early retiree Ron has been around a while and is beginning to practice at-work retirement Early retiree Ron has been around a while and is beginning to practice at-work retirement Worrywart is worried about everything and panics over change Worrywart is worried about everything and panics over change Clock-watching Clive never works late and has a shop keeper mentality Clock-watching Clive never works late and has a shop keeper mentality

‘By the age of 16, the average adult in the UK will have done 75% of the writing they will do in their lifetime’

‘80% of the jobs that current Primary 1 pupils will do, do not exist yet’ BT Futurologist 2005

Those who lack the courage to change will always find a philosophy to justify it.

Shaping the Curriculum Meeting the needs of the learners in our school What are the core skills/ outcomes we want for every pupil after 7 years of primary ed Promoting: excitement, fun, magic moments, focus on learning to learn

Essential to Every Lesson Sell Benefits Share Content Share Process Mr What/Miss How

Is your lesson worth behaving for ?

What was memorable about your last lesson? You can aim too high….

Learning at the top of the agenda… Learning assemblies Collective focus for celebrating success: 4 capacities Learning and teaching leading every assembly – outcomes of monitoring, launch of collective focus, TLC presentation on excellent lesson structure………. Programme of study for learning to learn Moving from a plasma screen in the reception area to a virtual ethos network!

Core Policy on Learning, Teaching and Assessment What does an excellent lesson look like? Response codes Agreed practices – every lesson, every day, every week, block, etc Characteristics and behaviours of excellent teachers Translating the latest research and connecting practices in learning, teaching and assessment Learning to learn walls and toolboards.

Dialogue on the craft of teaching is the most important part of the re-shaping process What do you believe in ? Why did you become a teacher ? What does excellent look like…… Professional reading programme Home teams for teachers Mini-internal secondments

National shift from PROCESSES to OUTCOMES What does an excellent lesson look like in our school ? (features/ characteristics) What are the core outcomes we want for every young person leaving our school ? Core learning to learn tools in staff handbook

Evaluate everything in terms of IMPACT and OUCTOMES for pupils Forward Planning process Teacher Evaluations The ‘The Learning Council: learning walks, jotter monitoring, involvement in quality improvement Reflection each day for yourself as a leader The ‘distractions dump’ in the staffroom The most important thing teachers do in non- contact time is plan exciting, memorable lessons

Planning for joined up learning Every school needs to start professional dialogue on re- designing planning for learning Get rid of highlighter pens and post it notes!!! Losing the neat and sterile ‘compartments’ Starting with main pupil outcomes/ highlights for the year ahead Identifying main contexts for learning in the year ahead, then grouping experiences 7 principles poster Emphasis on weekly/ daily planning, minimal medium term plans, big picture route map long term plan Use of ‘I can’ terminology in planning, pupil target setting, reflection, current 5-14 outcomes (example)

Teacher CPD – impact, impact, impact ! Key question to start every review I am a child sitting in your classroom. What have I seen, heard and experienced that is different as a result of your CPD activities ?

We are a solutions focused school Policy for parents, pupils and staff: Before you present a problem or difficulty, you must have thought of 2 possible solutions

Moving on with Formative Assessment Have you ‘done it’ ! Agreed practices Progression in the use of the strategies Response policy replacing marking policy Lesson plenary/ reflection activities using the ‘I can…’ ACfE terminology Central Scotland Partnership

Year of Engagement 07/08 What is your strategy for moving from 5-14 towards ACfE? EA CPD/ support on: outcomes, experiences, architecture. EA planning for transition from 5-14 to ACfE Schools to focus on early adoption of: active learning in P1 and beyond, planning connected learning and inter-disciplinary work Revising curriculum structures, including planning and assessment, guidance to staff on curriculum balance/breadth

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Health warning….. ‘If it ain’t happening in the classroom, it ain’t happening !’ The success of your school…….