1. Copyright Keith Morrison, 2004 CURRICULUM DEVELOPMENT AND PLANNING

2. Copyright Keith Morrison, 2004 LEVELS OF PLANNING Time-scale Level Short- term Medium- term Long- term External Whole school Faculty Department Teacher Aims, Objectives, Content, Characteristics, Pedagogy, Implementation, Experiences, Assessment, Evaluation, Recording, Quality assurance, Management..

3. Copyright Keith Morrison, 2004 GENERAL LEVEL OF PLANNING (overall curriculum) Statement of overall curriculum aims. Statement of overall principles (e.g. equal opportunities, social inclusion, multiculturalism, entitlement). An indication of how the curriculum is organised in the school. Statements of expected levels of attainment by the students at each level/stage. Descriptions of levels of attainment for each level (for assessment purposes).

4. Copyright Keith Morrison, 2004 GENERAL LEVEL OF PLANNING (overall curriculum) The overall objectives of study for each subject. The programmes of study (general statements of content) for the curriculum, for each level/stage/ subject. An indication of the hours allotted to each subject per year. An indication of progression and continuity through each subject. An indication of how cross-curricular issues will be addressed (dimensions, skills, themes).

5. Copyright Keith Morrison, 2004 GENERAL LEVEL OF PLANNING (overall curriculum) An indication of overall subject matter to be addressed in each semester for each level. The assessment and reporting arrangements for the curriculum at each level/stage. An indication of targets to be reached for the percentage of students reaching specified levels in each subject.

6. Copyright Keith Morrison, 2004 GENERAL LEVEL OF PLANNING (overall curriculum) A statement of success criteria and indicators/evidence of success of the programme. Policy documents, an indication of how they will impact on practice, and how their effects will be monitored and evaluated.

7. Copyright Keith Morrison, 2004 MEDIUM LEVEL OF PLANNING (subject-specific) Specific subject planning. How each subject will address and include the cross-curricular issues (dimensions, skills, themes). Specific objectives for each level and stage of the subject. Details of content and key activities. Details of pedagogy (key strategies). An indication of progression and continuity within the subject.

8. Copyright Keith Morrison, 2004 MEDIUM LEVEL OF PLANNING (subject-specific) Statements of intended learning outcomes. Indication of how differentiation will be addressed. Indication of key topics/questions/issues to be addressed. Planning for assessment (kinds, purposes, contents, foci). Reporting arrangements. Arrangements and foci for curriculum review. A statement of success criteria and indicators/ evidence of success of the programme.

9. Copyright Keith Morrison, 2004 SPECIFIC LEVEL OF PLANNING (subject- and session-specific) Statements of objectives and intended learning outcomes for sessions, students (classes, groups, individuals). How the subject, in the specified time frame, will address and include the cross-curricular issues (dimensions, skills, themes). Details of content and key activities. Core learning activities. Extension, enrichment and application activities. Weekly and sessional plans.

10. Copyright Keith Morrison, 2004 SPECIFIC LEVEL OF PLANNING (subject- and session-specific) Teaching objectives and key teaching points. Key resources. Details of pedagogy (key teaching and learning strategies). Grouping arrangements. An indication of progression and continuity within the subject. Indication of which content areas and levels are being addressed.

11. Copyright Keith Morrison, 2004 SPECIFIC LEVEL OF PLANNING (subject- and session-specific) Indication of how differentiation will be addressed. Indication of key topics/questions/issues to be addressed in specific sessions. Planning for assessment (kinds, purposes, contents, foci, procedures, opportunities). Reporting arrangements. Arrangements and foci for curriculum review. Success criteria and indicators for programme evaluation.

12. Copyright Keith Morrison, 2004 CURRICULUM POLICY DOCUMENT Introduction. Rationale/vision/mission statement. Aims and objectives. Curriculum matters (e.g. planning, content, structure, characteristics, organisation, teaching and learning, resources, cross-curricular issues, development). Leadership, management, responsibilities. Equal opportunities. Assessment, recording, reporting. Review, evaluation, audit, monitoring, accountability. Quality assurance. Continuing professional development. Parents/community. Health and safety.

13. Copyright Keith Morrison, 2004 HIGHER ORDER THINKING Synthesis Evaluation Interpretation Hypothesising Prediction Conjecture Critical thinking Reflection Problem-solving Self-managed learning Autonomy in and through learning

14. Copyright Keith Morrison, 2004 PEDAGOGY FOR HIGHER ORDER THINKING Multiple perspectives. Cooperative and collaborative learning. Project-based work. Exercise of choice and self-directed work. Exploratory activities. Self-paced and differentiated learning. Problem-solving approaches. Application tasks. Real-world learning. Teacher as facilitator and enabler.