EVALUATING THE PRIMARY
CURRICULUM
Sadie Cushley and Alison Drever, Education Scotland
Transforming lives through learning
primary school inspection findings
Sept 2013-June 2014
unsatis.
weak
satis.
good
vg
exc.
1.1
1
12
27
54
38
1
2.1
0
4
21
55
49
4
5.3
1
17
18
61
31
5
5.1
3
18
30
57
24
1
5.9
1
25
31
49
22
5
133 inspections carried out
Transforming lives through learning
primary school inspection findings 2013-14- key strengths
126 schools: positive attributes of children
81 schools: the impact of the leadership of the
headteacher
60 schools: teamwork and commitment of staff to ensure
positive experiences/improvements for children
44 schools: aspects of support and care
42 schools: impact of partnerships with parents
41 schools: impact of partnerships with the community,
including local businesses
27 schools: children’s learning experiences
18 schools: children’s attainment in literacy and English
15 schools: outdoor learning
Transforming lives through learning
primary school inspection findings 2013-14
areas for improvement
93 schools: continue to develop the curriculum
65 schools: need more effective systems for improvement
through self-evaluation
51 schools: improve approaches to meeting the learning
needs of all children
49 schools: improve approaches to tracking and monitoring
children’s progress to ensure they attain as highly as
possible
38 schools: improve children’s learning experiences,
including opportunities for responsibility and leadership
31 schools: raise attainment
(numeracy/mathematics with the most specific mentions)
8 schools: improve partnerships with parents
Transforming lives through learning
RIF extracts
In your group discuss what you
see as features which are making
the difference in the evaluations.
Any comments or observations to
be shared with the wider audience
Transforming lives through learning
Staff agree progression in learning across all
curricular areas. This helps staff to see the
balance of learning over a longer period of time
Planning for progression show how children can
build knowledge, understanding and skills over
time
Planning for progression is based on the Es and
Os and the design principles
Transforming lives through learning
Approaches to monitoring and tracking are well
understood and manageable. Assessment planning
takes into account progress in significant aspects of
learning for each curriculum area.
Schools need to monitor and track children’s
progress so that that interventions made support
and challenge learners.
Class teachers have an overview of children’s
individual progress supported by carefully selected
evidence.
Transforming lives through learning
Staff make judgments on a range of evidence that
demonstrates how well young people are
achieving within a level.
The school has effective approaches to
moderation. School leaders maintain an overview
of children’s progress across the school. The
headteacher and staff regularly review and discuss
children’s progress.
Children have regular conversations about their
progress.
Transforming lives through learning
The rationale for the curriculum is informed by shared
values. Everyone has been involved in developing the
rationale and understand what the school is trying to
achieve.
Everyone involved with the school is able to describe
the unique features of the school’s curriculum.
Everyone involved with the school is able to talk about
the rationale and how it is used to. Staff have a clear
understanding of what they want to achieve for young
people.
Transforming lives through learning
Staff are clear about what IDL is. Staff are clear
about the purpose of IDL.
IDL is built on a sound understanding of individual
subjects and curriculum areas. A whole school
overview for IDL is in place to ensure that
knowledge and skills build appropriately over time.
IDL experiences are designed to ensure
appropriate progression for all learners.
Transforming lives through learning
Very strong partnerships are formed which help
develop the curriculum.
Staff professional learning is a high priority.
Staff are fully involved and lead curricular
developments and fully understand the curriculum.
They are outward focussed ensuring the curriculum
is aspirational and really meets individual needs and
interests.
Transforming lives through learning
The toolkit
•
Key features of effective provision (QI 5.1)
•
Overarching section on self-evaluation
•
Questions for your school
•
Case studies, film clips & other resources
Transforming lives through learning
Can talk
confidently
about actual and
planned IDL and
the extent to
which they are
impacting on
outcomes for
learners, 2011
Through well planned IDL projects and
studies which focus on a selection of
Es and Os and support learners making
links across learning. 2012
Provide a range of progression routes through BGE to
meet needs.(2013)
www.educationscotland.gov.uk
Transforming lives through learning
Delivery
Transforming lives through learning
Key features of effective provision
•Staff are clear about what IDL is.
•Staff are clear about the purpose of IDL.
•IDL is built on a sound understanding of
individual subjects and curriculum areas.
•A whole school overview for IDL is in place to
ensure that knowledge and skills build
appropriately over time.
•IDL experiences are designed to ensure
appropriate progression for all learners.
Transforming lives through learning
Questions for your school
•To what extent does your school team have a
shared understanding of what IDL is and why it
is an important context for learning?
•How effective is your whole school overview in
ensuring children’s knowledge and skills are
built appropriately over time?
•How do you know that IDL is appropriately
challenging and has led to deeper knowledge
and skills for all children?
•To what extent does the range of IDL
experiences offered help children build on their
previous learning.
Transforming lives through learning
Ginette Henderson, Lochside Primary School,
Dumfries and Galloway
(Link to online video)
Transforming lives through learning
Ellen Turnbull, Our Lady and St Joseph’s
Primary School and Nursery, North
Lanarkshire
(Link to online video)
Transforming lives through learning