1. A Curriculum for Excellence At the heart of an active learning approach is the creative, adaptable professional who can enjoy developing the ideas that arise from children immersed in their learning. Building the curriculum 2. active leaning in the early years

2. Circa 1971

3. Developing an appropriate curriculum in early years and beyond “This is a vision, not just for education, but for the kind of people that education must aspire to shape”

4. National context New administration – focus on early years Re-affirmation of approach of ACfE Assuring quality - Inspection models Journey to Excellence Child at the Centre 2 / HGIOS 3 Main emphases– children’s learning experiences, the teaching process, meeting children’s needs and the learning environment. Leadership for Learning

5. Building on children’s skills and competencies Pre-school education Recognition of what has been achieved Autonomy and choice for children Improvement agenda Importance of ensuring continuity in children’s learning and experiences Pre-school and early years curriculum presented together as one level

6. Supporting Transition

7. Transitions Core features which we need to provide to support children to be effective learners An exciting yet familiar environment which offers children opportunities to build on previous skills and experiences Balance between child centred and child directed play opportunities Staff intervene to scaffold learning and support progression Clear evidence of children’s achievements

8. Dynamic Play Spontaneous and led by children Planned and purposeful Time for investigating, exploring and experimenting indoors and out! Quality range of learning opportunities, which motivate and engage children Responsive and inter-active support Collaborative and independent

9. Active Learning Takes full advantage of play opportunities to develop meaningful learning

10. Active learning in early primary and implications for planning “Play brings together and connects different parts of the network of learning. It uses real first hand experiences, games with rules, representation, and helps children reflect on and try out ideas, feelings and relationships. Play co-ordinates a child’s development and learning.” Tina Bruce “Helping Young Children to Play” 1996

11. Challenges Involving children in planning and evaluating their learning Giving children a voice and opportunities to share their ideas through responsive planning Creating a motivating, learning environment which empowers children to explore, research and experiment Providing quality interaction and challenge to extend learning and promote confidence

12. Implications for P1-P4 Understanding and implementing the new early and first levels Changing teaching methodology to support continuity and progression in learning Adopting an active approach to learning where children are given regular opportunities for independent, purposeful play, problem solving and challenge Making adjustments to the learning environment and providing interesting and adaptable resources Reviewing the role of the adults supporting children Involving and informing parents Supporting educators with appropriate training

13. Effective Inclusion Curriculum for Excellence philosophy is inclusion at all levels for all children Careful attention is paid to monitoring the progress of children with additional needs Open collaboration with a range of appropriate agencies to support children and families Staff adapt activities to meet the needs of individuals and have high expectations of all children in their learning

14. Partnership with Parents Recognise the interests and experiences that children bring from home and use these to extend learning Reassure that children will learn effectively through play and share observations/assessments Encourage and promote involvement in the life of the school and their children’s learning Explain the curriculum and national initiatives Actively seek to share children’s successes and achievements

15. “Never lose sight of the bairns!”

16. Group Discussions Active learning and the four capacities Active learning in practice Leadership for learning