Strategic curriculum planner, linked to How Good is our School and the school improvement plan
This hypothetical example demonstrates another possible use for the strategic curriculum planner and how it might be used to:
 summarise on one page the school’s vision for its implementation of Curriculum for Excellence (the red text) and the steps it plans to take
towards this during the current session (the black text)
 link to appropriate quality indicators from How Good is our School
 link to appropriate sections of the school improvement plan, 4 different improvement planning formats have been used to demonstrate how
this might work
Summarising the school’s intentions in this way may also be a useful way of sharing this information with key stakeholders in the school
community, for example staff, parents and partners.
Hyperlinks are used in the document below to link to How Good is our School and the four different school improvement planning formats. The
quality indicators which are listed in each box are for demonstration purposes only and can be changed as appropriate.
Strategic curriculum planner, school CfE overview
Red text describes the school’s vision for literacy, numeracy and health and wellbeing.
Black text summarises the steps the school plans to take towards their vision in the current session.
Values QI’s 2.1, 2.2, 3.1, 4.1, 5.3, 5.5, 5.6, 5.8, 7.1, 7.2, 8.3, 9.1
Staff, children, parents, partner organisations and the
wider school community work together to provide an
enriched and highly motivating learning environment.
• Staff, pupils and parents contribute to the school’s
strategic curriculum plan
• Master classes, using staff and local expertise will
be available once per week in terms 2 and 4 for all
pupils.
Totality of the Curriculum QI’s 2.1, 5.1 5.2, 5.3, 5.4, 5.5, 5.7
A blend of discrete subject development and
interdisciplinary learning (IDL) provides rich learning
opportunities and highly motivating contexts for
children.
• establish shared understanding of IDL and consider
balance of time spent on IDL and discrete subject
learning
• shorten planning cycle and focus on involving
learners in meaningful way
• review social studies topics in light of above
SIP
Experiences and Outcomes QI’s 5.2, 5.4, 5.8, 8.1
Experiences and outcomes are developed through
the four contexts for learning, providing a varied and
rich learning environment.
• continue familiarisation with experiences and
outcomes and how they link to current practice and
resources
• begin to breakdown experiences and outcomes into
the knowledge & understanding and skills which they
contain, work with cluster schools
Learning and Teaching
QI’s 2.1, 5.2, 5.3, 5.4, 5.5, 5.7
Staff and learners have a shared understanding of
active learning, which is embedded in practice at all
stages and across all curriculum areas.
• staff review and agree shared understanding of
what active learning means across the school, use
early years work as starting point
• use learning & teaching meetings, sharing practice
sessions, Critical Skills twilights and parent sessions
to discuss active learning strategies, try in class and
review, include learners in process
SIP
Responsible
Citizen
Confident
Individual
Learner
Successful
Learner
Effective
Contributor
SIP
Entitlements QI’s 4.1, 5.1, 5.3, 7.1, 8.1
All children and young people have an appropriate
understanding their environment and of Scotland’s
place in the world today.
• develop coherent whole school approach to
developing learners’ understanding of Scotland and
it’s place in the world
• consider opportunities offered by IDL experiences
SIP
All children and young people are supported in
transitions and strong partnerships provide a
coherent experience for all learners 3-18.
QI’s 2.1, 5.2, 5.3, 5.4, 5.5, 5.7
Principles
The principles are applied systematically across the
totality of the curriculum, including life and ethos of
the school. Learning is mapped into the principles
across curriculum areas.
• work in cluster to begin to consider transition in
responsibility of all areas to begin to establish shared
standards and expectations, include views of learners
and parents and other partners
• consider how the principles are being applied in idl
and discrete subject development
• review opportunities for personalisation and choice
across school in terms of achievement
Supporting Learners
QI’s 2.1, 2.2, 4.1, 5.2, 5.3, 5.5, 5.6, 5.7, 5.8, 7.1, 7.3, 8.1
QI’s 1.1, 3.1, 5.2, 5.4, 5.7, 5.9, 8.2
Assessment
AifL strategies are firmly embedded across learning
at all levels. NAR is used to support the school’s own
assessment strategies and promote rigour in
assessment procedures in line with national and EA
guidance.
• review and continue to develop AiFL across school
at learning and teaching meetings and sharing
practice sessions
• consider quality marked examples in NAR for
literacy and numeracy, work with schools in cluster to
begin to establish moderation approaches