1. Curriculum for Excellence Curriculum Design Principles
Wallacestone Primary

2. Develops a common vision between children, parents and staff
School Handbook
Parents’ forums / workshops
HT coffee mornings / afternoon teas
Parents on all SIP working groups
Open afternoons
Newsletters
Child initiated work
Home projects
AifL strategies: WALT; WILF
Parents attending assemblies
Soft start in primaries one and two
Sharing targets

3. Develops a common vision between children, parents and staff (2)
Parents’ Council / PAWS
Pupil Council, ECO Group, SNAG etc
Homelink books / Chatterbox in nursery
2 stars and a wish after events
questionnaires
Traffic lights
Parents’ evenings
Parent Helpers
Open door policy

4. Works together with parents to improve learning
TAT’s, Learning Logs, Self Assessment jotters
Questionnaires
Open Afternoons
Parents’ nights
HT coffee mornings / afternoon teas
Open forums / workshops
Parent Council
Parent Helpers
Suggestion Box
World of Work week
Reports to parents

5. Works together with parents to improve learning (2)
Open door policy
Jotters home regularly
Maths bags in nursery
Reading and homework
Parents on SIP working groups
2 stars and a wish
Lending libraries
Assemblies – parents attending
Parents visits to nursery
Primary 1 book bags
Nursery curriculum focus newsletter
School newsletters

6. Works together with parents to improve learning (3)
Nursery profiles
School website
“Worries” box
IEP review meetings
PAWS – fund raising for educational resources
Enterprise activities
Personal projects
Teachers’ phone calls and letters home

7. Works in partnership with other agencies and its community
Parent experts
Focus weeks: world of work, health, international, eco
Council personnel with expertise used
SEN expertise – psychology service, SALT’s, OT’s, dental health service, school nurse and doctor, community police,
Harvest distribution

8. Works in partnership with other agencies and its community (2)
Active Schools’ Co-ordinator
Falkirk Herald
Chaplain / People’s Puppets / churches in the community
PAWS
Top Sport
Charities / fund raising
Playgroups
Community visitors / specialists / skills
Library Services
Polmont Library
Forth Valley College

9. Works in partnership with other agencies and its community (3)
Social work
EYO students and teaching students
People on work experience
Probationer support
I.L.C.
International visitors
School trips out
Visitors in
Falkirk Football Club

10. Promotes well being and respect
Healthy eating promoted
School lunches
Travelling tuck
Nursery snack
Nursery outdoor play
Nursery top sport / tennis, golf
Nursery fruit to take home
Nursery toothbrush programme
Health week
School nurse

11. Promotes well being and respect (2)
School Values promoted including “value assemblies”
Staff HWL 2nd level
ILC health day
Pupil council / ECO group
SNAG
Mini topics
School rules
Community dietician
PSD / Circle Time
Nursery Golden Tree
PE / Sports Day
Extra curricular clubs

12. Promotes well being and respect (3)
Infant fruit 3 days a week
Prefect responsibilities
Peer mediators / play leaders / buddies
House points
Citizenship
Golden rules
Charity work
Harvest
Enterprise
Collaborative learning opportunities
Critical skills programme /thinking hats

13. Promotes well being and respect (4)
Circle time
International education / Angus
Stories
Class helpers
Tidy up time

14. Develops a culture of ambition and achievement
Enterprise
Galaxy of stars
Success assemblies
Good work
Smart board
Maths challenge
Star writer
Photograph/picture in “Special Book”
ICT in the curriculum display boards
News wall
Photographs
Extra curricular clubs leading to entry to competitions

15. Promotes well being and respect (2)
Culture of praising children
Distributed leadership for staff and children
Golden tree in nursery
Chatterbox in nursery
Story-telling festival
Inter-school competitions
Entry to national and local competitions
House points
Display of pictures / work

16. Promotes well being and respect (3)
School website
Class blogs
Eco school with two green flags
Pupil council
Classroom awards
Fruity Friday
Target setting
Formative assessment
World of work week
Poetry / Burns’ competition
Prize Giving / Awards Assembly
Leavers’ Assembly

17. Promotes well being and respect (4)
General discussions working with parents
Staff development and review

18. Challenge and enjoyment
Concert / performances
Range of interesting activities
Enterprise
Soft start
AifL: self and peer assessment
Positive and support environment
7 up challenge
Clear targets
New outdoor classroom
Differentiation
Extend activities relevant to each child

19. Challenge and enjoyment (2)
Critical skills challenges
Thinking Hats
High expectations
Culture of risk taking
Encouragement from staff
Earned rewards
Visitors to school
Mixing with peers and different social groups
Focus groups

20. Challenge and enjoyment (3)
Planning with children
Active learning – ICT / value of play etc
Christmas parties
Golden time
Formative and summative assessment
Sports day
Extra curricular clubs
House awards
Maths challenge

21. breadth Plan for 8 areas of CfE Evaluation Range of resources
Cross curricular links
Observations
Assessments
Child initiated / adult initiated learning
Focus weeks – use different approaches and methods
Outside agencies
Link to the community

22. Breadth (2) Transition records – playgroups, nurseries, secondary
Use of ICT (across curriculum)
Parental support (homework)
Extra curricular club
Trips out / visitors in

23. Coherence Teamwork Well planned / cross curricular lessons
Shared learning intentions / also the “why” – relevance to children
Building on previous knowledge
Appropriate homework – share with parents
Next steps and evaluations
Whole school planning
Share views and ideas

24. Coherence (2) Everyone “singing from same hymn sheet”
Staff share views and ideas
Transitions from each stage
Links with support for learning
Using the “shared area” to share resources
Induction for new staff
Planning with stage partners

25. Personalisation and choice
Target setting
Child led learning
Critical skills programme learning
Independent learning
Individual learning styles
Extra curricular activities
New homework style
Early years learning profiles
Soft start
Active learning

26. Personalisation and choice (2)
TAT’s, Learning Logs and Self Assessment jotters
Free play
Differentiation
Personal research topics
Prefect duties
Topic planning
Peer mediators
Buddies
Play leaders

27. Personalisation and choice (3)
IEPs
Use of free time
Choice of order of work
Pupil council
School captains / ambassadors
House captains
Class reps on various pupil committees

28. Depth Cross curricular / multi-disciplinary working – linking learning
Planning / mind mapping with pupils – flexible planning
Take children’s ideas and explore further
Approaches to learning e.g. active learning
Staff life skills and experiences
Use of resources
Hands on experience

29. Depth (2) Staff training courses put to good use Trips / visitors etc
Individual research
Re-visit learning / plenary
Nursery planning
Focus weeks
Sharing good practice
Sharing with parents and carers
Scaffolding
Very good pedagogy
Thinking Hats

30. Relevance Relating to real life contexts Age and stage appropriate
Differentiation
Awareness of lifestyle issues
Making links / clarifying connections between the past, now and the future
Child initiated learning / planning topics together
Critical skills programme challenges
Thinking hats
Finding out prior learning

31. Relevance (2) Parental feedback / contribution World of work
Link to the community / local and wider/national
Focus weeks: international, eco, world of work
ICT and other media resources
Homecoming week – Scottish links
Listing children’s interests for creative planning

32. Progression Planning – outcomes – next steps – plenary
Nursery – focus children
Evaluation (pupil and teacher)
Differentiation ensuring pace and challenge
Transition records and visits
National testing results
Curriculum for Excellence / 5-14 guidelines
Baseline / end of P 1 assessment

33. Progression (2) Self progression through target setting
TATs / self assessment / learning logs
Self/peer assessment / teacher assessment
Reporting and recording
Good use made of IEP’s and Group EP’s
Assessment is for Learning / formative assessment