Building Our Curriculum
Louise Turnbull
Head Teacher
Livingston Village Primary School
All for the children, for all of the children!
QI 5.1 The Curriculum
Theme 1: The Rationale of the Curriculum
Theme 2: The Development of the Curriculum
Theme 3: Programmes and Courses
Theme 4: Transitions
Quality
improvement
Processes
Totality of
the
Curriculum
Strategic
Improvement
Building Our
Curriculum
Flexible,
progressive
curricular
pathways
Evidence
based SelfEvaluation
Collegiate
Learning
Year plan to support planning of
learning across the 4 aspects
•Interdisciplinary learning
•Curriculum areas and subjects
•Personal achievement
•Ethos and life of the school
‘..totality of
learning
experienced
irrespective of
where learning
takes place.’
‘clear strategy for the
development and
assessment of literacy,
numeracy and health
and wellbeing to
ensure smooth
progression and
achievement.’
Totality of
the
Curriculum
Staff working together to
agree key features of
effective planning
•Long term
•Medium term
•Short term
‘..deliver coherent experience
providing progression and well
planned, joined up learning
within the four aspects of the
curriculum.’
Monitoring and tracking Experiences and Outcomes to ensure breadth and depth of
learning and entitlement to Broad General Education.
•BGE tracking systems
•Medium term planning meetings between class teacher and member of senior
leadership team.
•Develop manageable processes which are fit for purpose and not overly bureaucratic.
Developing learning and teaching pedagogy in tandem with the curriculum
•Improving writing alongside formative assessment
•Improving mathematics and numeracy alongside active learning approaches
•Improving reading alongside target setting and Higher Order Thinking
•Skills for life, work and learning alongside transferring learning and parental involvement
‘..curriculum to be
m
dynamic, reflect
innovation and be
flexible to meet the
needs and interests of
children.’
Strategic
Improvement
High Level 3 year Curriculum Plan
•Cloud 10 planner
•Developed with all staff
‘…curriculum as
experienced by
learners.’
‘..clear rationale based
on shared values,
learners’ entitlements
and develops the four
capacities.’
Improvements based on
robust self-evaluation
•Monitoring progress
regularly
•Develop practice then
create policy
Good practice
discussions
Developing shared
understanding of
curricular
development and
learning and teaching
pedagogy.
Teacher
Professional
Learning
‘Staff engage regularly in
dialogue about the impact of
curriculum developments on
improvements to learning and
teaching..’
Collaborative
enquiry
Distributive
Leadership
Identifying key
features of
effective learning
‘..planned opportunities
to collaborate across
schools…’
Collegiate
Learning
Evaluating
impact of work
Sharing practice
Professional Dialogue which supports and challenges learning
Shared
professional
reading
Assessment and
moderation
within and
across cluster
Professional
Learning
Communities
CPD focussed
on delivering
priorities
IMPACT ON LEARNING
•What impact have we
had?
•How do we know?
‘…robust and rigorous
self-evaluation gives
high priority to the
quality of learning
and teaching…’
Collective self-evaluation
•Regular review of IMPACT of SIP
priorities on pupil learning
•Development of shared vision
and values and next steps
•3 year plan
•Audit against QIs
•VSE
‘…monitor
and evaluate
impact and
outcomes of
changes…’
Evidence
based SelfEvaluation
Individual self-evaluation
•Daily reflections as part of short
term planning
•Individual self-evaluation and
target setting linked to SIP
priorities
•Strategic evaluation of impact of
medium term plan.
•Preparation for PRD
‘…clearly identify benefits to
learners of planned
curriculum change…’
Involvement of pupils, parents,
staff and partnerships
•Questionnaires
•Focus groups
•Pupil Council/Parent Council
•Regular dialogue
Clear Rationale based on shared vision
and values, principles and practices
papers and design principles.
Flexible to enable children
to progress learning at
different rates – nonlinear.
‘..emphasis‘’on
planning for
progression,
coherence and
improving curricular
transitions.’
Support planning to
ensure children are
receiving their
entitlements and Broad
General Education
Develop planning
formats to support
thinking, target setting
Flexible,
progressive
curricular
pathways
‘..enable flexibility in
determining content to
provide stimulating,
challenging, relevant and
enjoyable experiences.’
Skills based to enable
children to develop and
build on existing skills,
learn new skills and apply
these into new contexts.
‘…a range of progression
routes to meet needs
allowing pupils to progress
at different rates and in
different ways…’
Monitoring and
tracking progress with
and across E&Os
Ensure progression with a
level as well as across a
line of development.
Balance of support and challenge
•Professional dialogue and
reflection on learning
•Individual feedback on planning,
practice and curriculum
‘Staff develop and
refresh the curriculum
on a regular basis..’
Developing shared
understanding of high
quality learning and
teaching – staff generation
of criteria
Quality
improvement
Processes
Monitoring and
tracking attainment
and achievement
‘…raise standards of
attainment and
achievement…reduce
disadvantage and meet
needs of all learners.’
Focus on IMPACT on pupil learning
Evaluating pupil learning –
focus groups and
discussion of work/
learning/targets
Collective feedback of whole
school strengths and areas for
development.
Quality
improvement
Processes
Totality of
the
Curriculum
Strategic
Improvement
Building Our
Curriculum
Flexible,
progressive
curricular
pathways
Evidence
based SelfEvaluation
Collegiate
Learning