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Mid Yell Junior High School

BUILDINGA CURRICULUM FOR EXCELLENCE

Update 2015

May 2009 (last updated September 2015)

Building A Curriculum for Excellence in Mid Yell Junior High School

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1. Introduction

Mid Yell Junior High School has been working towards the implementation of the Curriculum for Excellence for the last four years. We have made a considerable amount of progress in a number of areas and have implemented a number of changes in our curriculum, assessment procedures and whole school systems. The purpose of this paper is to bring these all together and summarise where we are now as a whole school in relation to our new curriculum.

2. Background

In November 2010 we moved into our new school building. We look forward to using this wonderful space for many years to come, delivering the best possible curriculum for all our pupils.

It is important to note that as a small school with many composite classes and single teacher departments we are well aware that we must work collaboratively and with other schools and agencies if we are to build the capacity for our school to successfully implement the developments required to fully embrace the Curriculum for Excellence and offer our learners the best possible opportunities.

We have been supported by our own schools service, colleagues in other local, national and international schools and many other agencies. We are grateful for all their support, advice and willingness to share.

As a school, we have participated in a number of Shetland Islands Council development groups, SQA moderation activities, LTS focus groups and SSLN(SSA) reference groups. Staff have been involved in NAR development projects and undertaken a variety of training opportunities to enhance their knowledge, skills and understanding. Some staff have participated in Teaching for Understanding and Leading Understanding online courses offered through the Tapestry partnership and Harvard University. The many strategies and theories investigated in these courses have been cascaded to other staff within the school during staff development sessions.

To support the development of Curriculum for Excellence in Mid Yell JHS, we have made some changes to our collegiate working agreement to allow for more opportunities to meet as a staff group. Promoting dialogue, focussed discussion and sharing of practice has been a key element of the progress made so far. The establishment of Teacher Learning Communities (TLCs) has been another important tool in driving forward our practice.

Most importantly it must be noted that we are very well supported by our pupils, parents and our local community who have worked alongside the staff of the school to help move things forward in a positive manner and to play a very real part in providing wonderful learning opportunities for all our pupils. Both our Parent Council and Pupil Councils are actively involved in monitoring the work of the school and dedicate a considerable amount of time, effort and energy into improving our whole school community.

3. A summary of Curriculum for Excellence (CfE)

Curriculum for Excellence (CfE) is the national development programme which, following a review of Scottish Education, has produced new guidance on both Learning and Teaching and the Curriculum itself.

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In Mid Yell Junior High School we aim to provide a broad, challenging and enjoyable education within a secure and happy environment. Creating a place where all members of the school community can become confident

and enthusiastic learners, in order to reach their full potential in their chosen direction in life.

Written and selected by the Pupils, Parents and Staff of Mid Yell Junior High School - October 2006


It concerns itself at least as much with the “Hows” of learning and teaching as the “Whats” of the curriculum. It aims to provide:

more professional freedom for teachers greater choice and opportunity for each of our pupils a single coherent curriculum for all children and young people aged 3-18.

Curriculum for Excellence challenges each of us to think differently about the curriculum, to plan and act in new ways and to reflect on and develop appropriate learning and teaching strategies to promote the learning of all young people.

The implementation of Curriculum for Excellence has implications for:

approaches to learning and teaching amongst pupils, teachers and support staff the organisation of our curriculum the qualifications system the recognition of wider achievement the improvement framework.

Curriculum for Excellence aims to:

focus classroom practice upon the learner and around the Four Capacities at the heart of Scottish education:

o Successful learners o Confident individualso Responsible citizenso Effective contributors

simplify and prioritise the current curriculum encourage more learning through experiences create a single framework for the curriculum and assessment 3-18.

The intention of Curriculum for Excellence is to change the balance from a process that is heavily dependent on content, to emphasise learning and teaching approaches that improve pupils’ understanding of what is being taught. It is not a one-off change but the start of a continuous process of review to ensure that the curriculum remains up to date.

The purposes of the curriculum 3-18 are shown below under the headings of the Four Capacities :

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http://www.curriculumforexcellencescotland.gov.uk/essentialinformation/purposes.asp


4. Curricular Aims

The Curriculum for Excellence documents define the aims of the curriculum itself:

“The curriculum reflects what we value as a nation and what we seek for our young people. It is designed to convey knowledge which is considered to be important and to promote the development of values, understanding and capabilities. It is concerned both with what is to be learned and how it is taught”

The curriculum comprises all the experiences and opportunities planned by the school to promote and facilitate student learning. In Mid Yell Junior High School we believe that the curriculum must aim to:

lay the foundations for lifelong learning promote confidence and a desire for success in all our learners prepare our learners for citizenship and the changing patterns and demands of employment assist our learners in their future contribution to Scotland’s economic performance reflect the multicultural nature of our society improve the health and wellbeing of our learners and, through them, our community

In addition, our curriculum must provide learning opportunities which meet the needs of all learners in a planned and coherent way, within the context of Shetland Islands Council’s policies. 5. Principles for Curriculum design

In order to deliver the aims, outcomes and experiences noted above, certain principles underpin the design and delivery of the curriculum.

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National advice continues to emphasise the provision of a broad and progressive curriculum to encourage the development of knowledge, understanding and skills across a range of areas of learning. There has, however, been a move to offer flexibility to learners, teachers, schools and authorities as the Curriculum for Excellence, encourages schools to innovate and to better reflect the needs of their learners and their communities. In addition, within the overall context of breadth, depth, coherence and progression, the element of choice for learners themselves has increased, not only in S4-6 but also in S1-3.

In Mid Yell Junior High School, an eighth principle – innovation - is considered to be an important and essential response to the changing learning needs and styles of young people in a modern society. It also fuels improved teaching styles which lead to improved learning and achievement.

Therefore, in planning our curriculum, it becomes possible to identify a range of interwoven principles:

5.1 Challenge and Enjoyment

Young people should find their learning challenging, engaging and motivating. The curriculum should encourage high aspirations and ambitions for all. At all stages, learners of all aptitudes and abilities should experience an appropriate level of challenge, to enable each individual to achieve his or her potential. They should be active in their learning and have opportunities to develop and demonstrate their creativity. There should be support to enable young people to sustain their effort.

5.2 Breadth

All young people should have opportunities for a broad, suitably weighted range of experiences. The curriculum should be organized so that they will learn and develop through a variety of contexts within both the classroom and other aspects of school life.

5.3 Progression

Children and young people should experience continuous progression in their learning from 3-18 within a single framework. Each stage should build upon earlier knowledge and achievements. Children should be able to progress at a rate which meets their needs and aptitudes, and keep options open so that routes are not closed off too early.

5.4 Depth

There should be opportunities for children to develop their full capacity for different types of thinking and learning. As they progress, they should develop and apply increasing intellectual rigour, drawing different strands of learning together, and exploring and achieving more advanced levels of understanding.

5.5 Personalisation and Choice

The curriculum should respond to individual needs and support particular aptitudes and talents. It should give each young person increasing opportunities for exercising responsible personal choice as they move through their school career. Once they have achieved suitable levels of attainment across a wide range of areas of learning the choice should become as open as possible. There should, however, be safeguards to ensure that choices are soundly based and lead to successful outcomes.

5.6 Coherence

Taken as a whole, children’s learning activities should combine to form a coherent experience. There should be clear links between the different aspects of children’s learning, including opportunities for extended activities which draw different strands of learning together.

5.7 Relevance

Learners should understand the purposes of their activities. They should see the value of what they are learning and its relevance to their lives, present and future.

5.8 Innovation

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The curriculum should be capable of supporting and sustaining new methodologies and approaches to curriculum delivery and of incorporating current research into existing good practice.

6 CURRICULAR PRINCIPLES - DELIVERY

The principles for designing the curriculum require to be complemented by principles for curriculum delivery, encompassing issues critical to the development of pupils’ learning. In this context the following principles are central to curriculum development:

learners should have ownership of their own learning and should be able to have genuine opportunities to specify what and how they learn

learners should be able to transfer between schools and be supported in progressing their learning

education is concerned with the development of the whole person and the whole range of learning experiences – social, creative, cultural, sporting, academic, moral and spiritual – should be valued equally

learning is not restricted to classroom activities but occurs in a wide range of contexts within and beyond school walls

the development of self-esteem, confidence, motivation and a positive sense of community are critical aspects of raising achievement

intelligence is not one general ability, nor was it fixed at an earlier age emotional intelligence is as important as academic intelligence the recognition and celebration of achievement must be supported over a wide range of

contexts the twin roles of challenge and enjoyment are crucial in stimulating learners all individuals are of equal worth and have equal rights to have their needs developed and their

potential realised diversity in the backgrounds, religious beliefs and lifestyles of learners should be respected and

celebrated parents have a crucial role in the development of positive attitudes to study and learning support for learning strategies are very important in helping young people to overcome learning

difficulties feedback, assessment and reporting encourage effective learning

7 CURRICULAR PRINCIPLES – MANAGEMENT & EVALUATION

Curriculum architecture and delivery must be accompanied by review and evaluation of the effectiveness of curriculum provision, including the use of HGIOS 3 and other performance indicators in this area. These central principles must be at the forefront of our planning of the curriculum and timetabling structures.

The development and implementation of curriculum policy - design, management, provision and evaluation - is the responsibility of the headteacher and senior staff in schools, working in collaboration with all school staff.

The importance of on-going evaluation and periodic review and refreshment of the curriculum are essential elements if we are going to offer a genuine commitment to young people, their families and our community that our curriculum will reflect the individual needs of our learners and our society.

It should be emphasised that the measure of any school’s curriculum will be determined by the degree to which the school:

maintains a focus on the key outcomes provides a range of essential curricular experiences in and across the curriculum structures and delivers the curriculum in ways which are consistent with the principles outlined

above

The role of the school as a “learning community” with a firm emphasis on a positive and inclusive ethos is essential. The ethos described is one that recognises and places value on a wide range of achievements and one that also motivates and enables all pupils to achieve high levels of attainment. Such a learning community also values partnerships with the extended community, defined in the widest possible sense.

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8 CURRICULAR FRAMEWORK

Mid Yell Junior High School aims to provide a curriculum which embraces the principles noted above within a framework which :

Takes account of current and future local and individual circumstances Takes account of national curriculum and assessment developments, including SQA

developments at Levels 4 and 5 Meets the needs and expectations of all learners Meets the demands of stakeholders and society in general Encourages increased achievement and commitment to learning Provides an effective basis for lifelong learning Makes full use of Curriculum for Excellence

In so doing, we must strive to unify and improve pupil experiences in the 3-18 curriculum through:

Provision of more effective transition and improved pupil experience within the 10-13 curriculum, including the use of cross-curricular themes (P6 – S1)

Provision of a differentiated curriculum suitable to each pupil’s needs and taking account of their interest, enthusiasm and ability

A broader definition of the curriculum which contains an appropriate range of experiences, including:

o A balance of subject-based and meaningful cross-curricular learningo Reduction of the number of compulsory modes of study beyond option choice with only

English, Maths, PE, PSE and RME being mandatory, whilst retaining at least six separate modes of study

o the provision of appropriate vocational experienceso courses such as ASDAN, Community Sports Leader awards, first aid certification, food

hygiene and Outdoor Education certificationo the involvement of learners in deciding what and how they learno innovation and the development of unique contexts for learning

Reduction of the assessment burden within the 12 to 18 curriculum through the staged provision of appropriate National Qualifications and/or future courses and units, including appropriate “end-point” assessment in S3

Partnership with FE Colleges, Employers and community agencies in the provision of an appropriate curriculum

Providing appropriate means to profile pupils learning and achievement at key points Structured use of the opportunities provided within the collegiate calendar and by reduced class

sizes, revised management structures and the potential reorganisation of the school day/year to improve learners’ experiences of the curriculum

Reviewing and consulting on the nature and structure of the school day, week and year Reviewing and consulting on the means by which resources may be matched to developments Participating in Local Government consultation regarding the restructuring of school estate and

organisation

9. CURRICULUM ARCHITECTURE

Curriculum Architecture is the term used to describe the nature and structure of the school curriculum.

The national approach to the curriculum sees it as a single framework for development and learning from 3 to 18. That framework must allow different progression routes from one stage of learning to the next and must promote learning across a wide range of contexts and experiences.

Our curriculum should equip young people with the highest possible levels of literacy, numeracy and thinking skills and support the development of their health and wellbeing. It should enable every child to develop his or her full potential through a broad range of challenging, well-planned experiences which help them develop qualities of citizenship, enterprise and creativity.

The curriculum is more than curriculum areas and subjects: it is the sum of all the experiences which 6


we plan for our learners throughout their learning. At all stages the curriculum will include learning through:

the ethos and life of the school as a community, and its links to the wider community curricular subjects and areas interdisciplinary projects and studies opportunities for personal achievement

The ethos and life of the school as a community

All teachers (and pupils) know that positive relationships and a positive climate for learning are essential starting points for successful learning in the school. The wider life of the school – activities such as assemblies, community events and cross-departmental or whole-school projects – makes an important contribution to the development of the four capacities, helping all our young people to become successful learners, confident individuals, responsible citizens and effective contributors. Other opportunities for pupils include learning through such activities as peer mentoring, membership of Pupil councils, undertaking responsibilities and playing a part in decision making.

Curriculum areas and subjects

Curriculum areas and subjects provide important and very familiar contexts for learning. As a school, we recognise their key role within the curriculum. However, it is crucial that each subject area (and groups of subjects) take the opportunities outlined to measure the contribution which they can make, individually and collectively, to the needs and aspirations of our learners.

We have already begun to examine curriculum areas and subjects against the Outcomes and Experiences of the Curriculum for Excellence, as part of our annual self improvement cycle. This review and trialing process must take full account of the individual and joint contributions which subjects can make to developing the four capacities and preparing learners for the challenges of the future. Interdisciplinary projects and studies

However, the curriculum also needs to include space for learning across and beyond subject boundaries, so that learners can make connections between different areas of learning. Through interdisciplinary activities of this kind, young people can develop their organisational skills, creativity, teamwork and the ability to apply their learning in new and challenging contexts.

These activities need to be well planned with a clear purpose and outcomes in mind.

Opportunities for personal achievement

Opportunities for personal achievement must enrich the lives and learning of our young people. Taking part in activities such as enterprise activities, plays and school shows, community activities and school trips plays an important part in widening a young person’s horizons and developing their confidence.

We must also respond to the personal interests and aptitudes of learners through activities such as clubs, community, charitable and fund-raising activities. Many of these activities are voluntary for learners and have traditionally been organised as ‘extra-curricular’ opportunities. Likewise, our certification of such wider experiences has recognized achievement amongst pupils across the spectrum. These opportunities play a major part in creating opportunities for individual growth, progress and achievement and we must consider how they can be made available for all learners.

Making architectural choices to support learning

The appearance of Curriculum for Excellence has given us an opportunity to look differently at choices in learning at all stages. As with other aspects of the curriculum, different factors apply to choices at different stages.

As a school we are part-way through a process of change and development of factors which affect the curriculum. These include:

elective choices in S1/2 the introduction and coordination of the Lifeskills courses for all our Secondary year groups

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other amendments to the S1/2 curriculum e.g. cross curricular learning/ games based learning changes in period lengths (40 – 50 mins) more open choice for subjects in S3 the use of “time-out” days/weeks for activities such as Health Week, Scotland Week, the role of major cross-curricular learning experiences, principally International Education,

Outdoor Education and Vocational Education. The important role played by our Eco Committee Vocational Pathways opportunities for all S3 & S4 pupils 16 + learning opportunities identified and tracked changes to the subject specialist support in primary classes, training and development

opportunities and support for primary teaching staff. co-operative learning structures in place

Learning and Teaching

A goal of Curriculum for Excellence is to give teachers more freedom to teach in innovative and creative ways. The quality of learning and teaching in every classroom – and the inspiration, challenge and enjoyment which can come from teachers’ enthusiasm and commitment – will be critical to achieving our aspirations for all young people.

If we consider the four capacities and the attributes and capabilities we wish children and young people to develop, it is very clear that teachers will need to deploy a very broad range of approaches to learning and teaching.

Some simple, but strong, messages have emerged consistently from this period of engagement and review:

The WHOLE SCHOOL has responsibility for developing the four capacities in every child and young person

This has implications for the contributions of each adult who supports children and young people, and for whole-school policies, planning and partnerships with other organisations. The revised curriculum framework needs to provide national guidance with clear parameters to enable every teacher to promote the four capacities within his or her classroom.

Learning and teaching are at the heart of an effective curriculum

Teachers have recognised and welcomed the professional challenges presented by the four capacities for their learning and teaching approaches. They are aware that it is the ‘how’ of classroom practice which will support successful learning and promote confidence, participation and responsibility.

Curriculum for Excellence offers a way of unifying the curriculum

Activities such as enterprise, citizenship, sustainable development, health and creativity, which are often seen as add-ons, can be built into the curriculum framework.

All of this reinforces the view that we need to think about the curriculum in a different way.

10. ACHIEVEMENT

Assessment, achievement and qualifications

The purposes of learning are being redefined within the context of Curriculum for Excellence and so it follows that there are implications for assessment. Our use of assessment needs to fit the purposes of the learning, using appropriate formative and summative techniques which are well chosen to:

support learning inform planning of next steps give a good basis for reporting on progress

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be an integral part of learning and teaching.

Assessment is for Learning supports the purposes of Curriculum for Excellence and has been used by all our staff to develop their skills and understanding about using assessment to support learning.

It is essential that all teachers use assessment practices which involve high-quality interactions with individuals and groups based on thoughtful questions, careful listening and reflective responses. This helps all of our learners to achieve their aims and to develop their learning and thinking skills.

Effective use of summative assessment and processes where teachers share standards are also essential to complement good formative assessment. Together, these good practices support and enhance the benefits of an improved curriculum.

Recognising achievement is also an important part of learning and development. The recognition takes different forms and serves different purposes at different stages of a 3-18 curriculum, from a child’s pride at having a picture displayed on the wall in the nursery, to the SQA (and other) certificates when a young person leaves school. This implies a progression in the ways we acknowledge achievements at different stages.

For teachers, one of the most important aspects of Curriculum for Excellence is the need to be able, for each learner, to give recognition to a broader range of their achievements than we do at present. We must develop straightforward and simple ways of doing this, especially so that processes of assessment do not distort the intrinsic value and satisfaction of achievement.

S3 offers us an opportunity to recognise achievements of different kinds across the whole range of experiences and learning, across all of the components of the curriculum and beyond. Taking stock of achievements at this stage can give recognition to all that has gone before in readiness for young people to make decisions about future pathways and specialisms. It can support the young person’s curriculum choices. This stage can be used to ensure that firm foundations – including in literacy and numeracy – have been laid for the next stage of learning and for life.

The process of recognising broader achievements should be able to continue cumulatively up to the point when a young person leaves school with achievements captured in a way that is valued by young people, their parents, employers and colleges and universities.

Qualifications themselves represent a very important, but not exclusive, aspect of achievement. By the end of S3, each of our learners should have established a solid basis of learning on which they can build as they move into the framework of formal qualifications. This has implications for the structure of qualifications and the outcomes which are assessed within them. Addressing these implications will be an important area for future work once the national Consultation process is complete.

Achievement levels

Curriculum for Excellence identifies the following levels of achievement by learners:

Level Experiences and outcomes for most children or young people:early Pre-school and P1first To the end of P4, but earlier for some childrensecond To the end of P7, but earlier for some childrenthird S1-S3, but earlier for some. The fourth level broadly equates to SCQF level 4. In most

curriculum areas, the fourth level experiences and outcomes are intended to provide possibilities for choice, and young people's programmes will not include all of the fourth level outcomes. Further guidance will be published within the Building the Curriculum series.fourth

senior S4-S6

The expectations for each level take into account evidence of what children can achieve with appropriate pace and challenge, setting higher expectations where there is evidence to support this.

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It is important to stress that the levels do not imply that there will be testing at specific stages (such as at the end of P1). Teachers will constantly observe and judge progress using a broad repertoire of approaches. As part of this overall approach to assessment they will need to take stock through broad summative judgements when they believe that a child has a secure grasp of a significant body of learning or at specific periods in the course of their education.

There is an important relationship between these curriculum levels and the Scottish Credit and Qualifications Framework (SCQF). The two need to be linked, to enable young people to progress smoothly into the appropriate level of qualification (for most young people, this move into qualifications will take place in S4 and beyond).

11 Building the Curriculum

As a school, we have worked (and will continue to work, for there is still lots to do) within six main areas of development. These have included and will include:

11.1 Literacy Across the Curriculum

Within this theme, all learners from Nursery to S4 develop as Successful Learners and Confident Individuals.

Mid Yell Junior High School Literacy and English Language Policy Statement:

Across the curriculum, the development of Literacy and Language is central to learning, as pupils enhance their abilities to listen, talk, read and write. Language enables children to express themselves in various ways through a variety of media. At every level, they should approach all literacy work with enthusiasm, confidence and a critical mind. We will work with them to broaden and enrich their experiences of language in all its forms and help them achieve their full potential in the understanding and use of language.

“Confidence and competence in literacy, including competence in grammar, spellingand the spoken word, are essential for progress in all areas of the curriculum.Because of this, all teachers have responsibility for promoting language and literacydevelopment. Every teacher in each area of the curriculum needs to findopportunities to encourage young people to explain their thinking, debate their ideasand read and write at a level which will encourage them to develop their languageskills further.”Building the Curriculum 1, Scottish Executive, 2006

11.2 Numeracy Across the Curriculum


Mid Yell Junior High School - Numeracy and Mathematics Policy

Mathematics is important in our everyday life, allowing us to make sense of the world around us and to manage our lives. Using mathematics enables us to model real-life situations and make connections and informed predictions. It equips us with the skills we need to interpret and analyse information, simplify and solve problems, assess risk and make informed decisions.

Mathematics plays an important role in areas such as science or technologies, and is vital to research and development in fields such as engineering, computing science, medicine and finance. Learning mathematics gives children and young people access to the wider curriculum and the opportunity to pursue further studies and interests.

To face the challenges of the 21st century, each young person needs to have confidence in using mathematical skills, and Scotland needs both specialist mathematicians and a highly numerate population.

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Building the Curriculum 1

All teachers have responsibility for promoting the development of numeracy. With an increased emphasis upon numeracy for all young people, teachers will need to plan to revisit and consolidate numeracy skills throughout schooling.


11.3 Health & Well Being Across the Curriculum


Mid Yell Junior High School - Health & wellbeing policy statement

Mid Yell JHS intends to cover the majority of the outcomes in the HWB CfE guidelines focussing on pupils individual & community needs.

The aim for our pupils is: To grow up to be well rounded individuals To gain the ability to cope in society To lead healthy lifestyles To learn strategies to help maintain mental health To maintain these attributes throughout their lives To know how to access appropriate local & national services

Written by the Health & Wellbeing Development Group 31/01/12

Learning through health and wellbeing promotes confidence, independent thinking and positive attitudes and dispositions. Because of this, it is the responsibility of every teacher to contribute to learning and development in this area.


11.4 International Education

Within this theme, learners from Nursery to S4 develop and integrate significant aspects of the four capacities. These experiences have, in the past year, included:

o ERASMUS project bringing French and Spanish pupils together with our own to share environmental learning, culture and the opportunity to visit each other’s homes.

o Establishment of a CONFUCIUS classroom – sharing Chinese culture and the Mandarin language

o Hosting young people from around the world as part of the Global Classrooms visit to Shetland

o Participating in exchange visits with young people from Canada as part of the ‘Spirit Dancer Project’

And in the few years before that :o Chinese cookery projecto E-twinning project with Primaryo Regular links with pupils in France – Using Skype and other ICT packageso African Twinning Programme with exchange visits involving staff and pupilso Global Partnership project comparing Yell and New Yorko School trip to France for S3 staying with host familieso Fund raising and support for Tamil Nadu and staff exchange visito Development of close links with school in Vermont and sharing of learning

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11.5 Outdoor Education

Within this theme, learners from Nursery to S4 develop and integrate significant aspects of the four capacities. These experiences have, in the past few years, included:

Primary pupils golden time activities ranging from seashore investigations to rocket launching, creating a garden for senior citizens to bird watching

Primary pupils ‘casting’ and curing peats Whole school tree planting day Bulb planting Polycrub School grounds planning and development Day and residential trips on traditional sailing boat Activity days with opportunities to play golf, canoe, fish, sail and lots more S2 Off Limits week – activities including climbing, abseiling, coasteering, etc Production of a tour guide for the island of Yell Various sporting events and competitions Eco schools activities – planting tatties, gardening, creating flower planters Trips to participate in various environmental activities – Mousa, Voxter,

Windhouse

11.6 Vocational Learning:

Within this theme, learners from Nursery to S4 develop and integrate significant aspects of the four capacities, along with Careers education, learning about skills for work and experiencing the workplace.

In the past few years this has involved:

In class projects relating to various vocations Visits to various local businesses – nursery, primary and secondary In school support from local businesses Developing interview skills – local business people Skills for work, vocational courses – hairdressing, construction, sound engineering & child

care S3 Work experience placements Enterprise education – nursery, primary and secondary Use of the world of work online training package Partnership agreement with Skills Development Scotland & the Moving On project

'Building the Curriculum 4' proposes that all children and young people are entitled to opportunities for developing skills for learning, life and work.

The skills are relevant from the early years right through to the senior phase of learning and should provide them with a sound basis for their development as lifelong learners in their adult, social and working lives.

12. Methodological Developments

To improve Learning and Teaching (and in turn Achievement), we shall work on four main areas of methodological development. They include:

Co-operative Learning Active Learning AifL

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ICT-Based Learning (incl. GLOW)

Although these areas are not new to us they have been brought into a much sharper focus recently and a variety of training and collegiate activities have revolved around them. CfE has given us an opportunity to take stock of what we have achieved, particularly in terms of Outcomes and Experiences for learners, and to move forward more effectively.

Assessment is for Learning is familiar ground for Mid Yell Junior High School. However a whole-school campaign to emphasise skills and techniques such as effective questioning, waiting time, traffic lighting, etc has helped to engage and involve learners more in every aspect of their development. The challenge is for us to ensure that these strategies are kept fresh, focussed and have a positive impact on teaching and learning.

ICT-Based Learning itself is a rapidly-evolving landscape with national, council and school developments in:

GLOW – CPD groups, Resources, Pupil Profiling tools Games-Based Learning – Guitar Hero/WII Sports/Mario Kart Virtual Learning Environments – Meetings- Presentations Website developments (e.g. homework tasks) Blogs, Wikis and similar electronic homework/reference/learning/sharing mechanisms ICT packages to support learning needs – Clicker 6, Word Talk

Co-operative Learning is a very exciting development which sees all our staff trained in looking for, creating and organising opportunities for our young people to contribute to their own, and others’, learning in a far more meaningful and rounded manner.

Active Learning is already well-used by some departments in the school. We shall build on those successes to roll out an Active Learning programme across the school during the next few years. Encouraging all our pupils to become more fully engaged in and motivated towards their learning.

As our CfE programme develops, other methodological developments will be considered and included as appropriate in our work.

13. What Should A Learner Experience?

When all the initiatives and methodological developments outlined above are fully developed, the learning experience of every learner in Mid Yell Junior High School should be based on:

His/her individual needs and aspirations His/her previous achievements His/her own learning styles Repeated opportunities to develop the Four Capacities

Over the course of a session, there should be a range of learning contexts for each learner, including:

Cross-curricular activities Single subject/course-based activities Breaks from the “normal” classroom-based week, including non-timetable days/weeks Learning in the home, including homework Outdoor Education experiences Extra-curricular activities Enterprise-related learning Work-related learning (especially in later years) Health and Wellbeing Personal and Social Education Physical activity Community-based learning Contexts based on learner choice

The learner should experience every teacher taking responsibility for:13


Setting and supporting an ethos of learning Demonstrating commitment, enthusiasm and hard work Recognising and addressing the needs of each learner Teaching in a way which inspires, interests and challenges each learner Provision of feedback to pupils The development of Literacy, Numeracy and Health & Wellbeing The health and wellbeing of the learner The personal and social education of the learner Provision of appropriate support for each learner Appropriate contribution to the development of the four capacities in each learner Contribution to cross-curricular and cognate learning experiences The teaching in their own class or subject Appropriate assessment, moderation, tracking and monitoring of learning Communication of progress and development needs with parents and guardians

Every learner must also actively take responsibility for:

Their own learning Supporting the wider ethos of learning in Mid Yell Junior High School Cooperating with, and contributing to, the education of other learners Realising their own potential by meeting deadlines and demonstrating commitment, enthusiasm

and hard work Provision of feedback to teachers

As significant partners in learning, parents must support both the learner in his/her learning and the teachers in their teaching. A positive, active and encouraging role is essential if learning is to be successful.

Through these approaches, and only through these approaches, the needs of all learners will be fully met within our school.

14. Seeking Stakeholders’ Views

It is essential that the programme to be developed continues to encourage individual staff members, departments, groups of staff/departments, pupils, parents, community partners and the wider community to commit to positively developing the Curriculum for Excellence within our school.

This commitment comes in various forms:

Consultation and discussion – all groups and individuals Development work – all staff members, departments, groups of staff/departments, parents

working group and community partners Trialling learning outcomes and experiences - all pupils, staff members, departments, groups

of staff/departments and community partners Trialling new practices, projects and methodologies in appropriately,

The roles of the Pupil Council, Parent Council and Forum, staff/parent development groups and all other community and agency partners will be crucial if we are to fully implement the curriculum discussed and continue to review, develop and keep it relevant. All these parties must be fully engaged if we are to build our capacity for change and development.

The impact of any developments will also be tested by the Senior Management Team against the HMIe criteria for assessing the potential benefits of curricular change. These are that:

There should be a clearly identified educational gain for pupils based on a clear rationale and objectives and consistent with national developments; and

There should be full consultation with stakeholders (including parents, teachers and pupils) and consensus before proposals are introduced; and

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Rigorous quality assurance arrangements should be in place to monitor and evaluate the proposals and their implementation against the objectives and the results of these evaluations should be made available to the key stakeholders; and

There should be well-prepared implementation using development/improvement plans and action plans.

15. Stakeholder Involvement

The involvement of EVERY member of the school community is required to reach our full potential. There are many means of involvement and many ways in which to contribute positively to this curriculum development and the changes in learning and teaching.

Teachers will wish to contribute to the development of the educational provision in their classes or the courses sponsored/delivered by their department and, in almost all cases, to one or more cross-curricular developments. They will also wish to familiarise themselves with the set(s) of Curriculum for Excellence Learning Experiences and Outcomes which apply to them and their work. They will participate in consultations with pupils about their individual learning styles and preferences and their vision of their educational future. They may very well contribute to the rich pattern of extra-curricular learning and enjoyment which so greatly benefits our young people.

Teachers are the key to successful implementation of Curriculum for Excellence. The quality of learning and teaching in every classroom - and the inspiration, challenge and enjoyment which can come from teachers’ enthusiasm and commitment - will be critical to achieving our aspirations for all young people.

Mid Yell Junior High School’s learners need teachers who themselves exemplify the four capacities, who have a sense of community with their colleagues and who share in responsibility for the success of the school and all that happens within it.

Within a clear framework of national, council, school and community expectations, teachers will have greater scope and space for professional decisions about what and how they should teach, enabling them to plan creatively within broader parameters. With that scope comes responsibility and accountability.

In the light of this, teachers’ professional development will be critical to the success of the programme and needs to be linked with the work to develop the curriculum. This implies a commitment to building on existing skills and knowledge, and nurturing an enthusiasm for learning. Investigating the attributes and roles of teachers for excellence in our new curriculum will take time and experience but in turn, will undoubtedly lead to a shift in expectations and development needs. Professional development programmes must keep up with the pace of change while still encouraging participation and openness.

Pupils themselves will wish to have their voices heard in influencing change. They will also wish to participate in questionnaires, interviews, Pupil Councils, and other means of making their views and needs clear. They will provide us with the best evaluations and evidence and it is essential that they develop their own ability to reflect and comment on their experiences and development needs.

Parents will also wish to have their voices heard in influencing change. Through questionnaires, interviews, the Parent Council, the parent Forum and various opportunities to feedback, they can and must make clear their expectations and share their experiences.

Community Partners will wish to add the views of employers and of society in general through discussion, consultation, questionnaires and participation in developments which are relevant to them. Providing new and innovative opportunities for all our young people to develop a more balanced view of their world.

16. LEADERSHIP BY ALL, WITH ALL AND FOR ALL

Curriculum for Excellence places increased expectations on the leadership of schools. As at present, the headteacher, depute headteachers, principal teacher and individual teachers in the school will need to ensure that our learners experience a consistently high quality of learning and teaching. They will be in a central position to support professional dialogue and debate about the curriculum.

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Departments will continue to be a major driving force in Curriculum for Excellence and many colleagues will lead aspects of the work of their class or department in developing course-based learning experiences. However, the departmental role will no longer be exclusively aimed at “their” courses but will include wider opportunities to develop appropriate learning outcomes and experiences for young people.

Other staff members also play an important leadership role within our school and assume the leadership of many projects, tasks and developments. Through their dedication, skill and willingness our school is able to make considerably more progress.

Many of our pupils also assume leadership roles and take responsibility for many events, tasks and developments. These activities not only lead to an increase in our ability to make progress but they also provide the pupils with opportunities to develop key life skills and share their achievements with the rest of the school.

These pupil leadership roles may be exercised through a range of opportunities (many on an informal, daily basis), including:

S4 organising the Christmas Dance S3 organising the Easter Quiz S1 & S2 enterprise activities Senior pupils leading learning activities for Primary classes (e.g bird watching, Y-Dance) Young Ambassadors programme Organising residential trips or visits Primary Golden Time activities S1/ Primary/Nursery book projects School Newsletter Paired Reading/ Buddying schemes Tuck Shop development Shopping night Christmas events JRSO programme

From all of this work each of us must strive to develop:

Successful, confident, responsible and effective young people prepared for their chosen route from Mid Yell Junior High School, whether into the Anderson High School, colleges, universities or the world of work

Greater clarity about the purposes of learning, especially S1-S3, in order to enable our learners to develop the Four Capacities and prepare them for life in a 21st century world.

A curriculum which includes planned opportunities for broader achievements, interdisciplinary activities, meaningful and attractive choices, as well as learning across all curriculum areas

Greater scope for different approaches to curriculum design within clear parameters An S1 to S3 curriculum which provides a strong platform for further learning and a good basis for

choice and greater specialisation Scope to plan for S4 with a great deal of opportunity for individual pathways and choice, with

continued emphasis on the development of the Four Capacities Curriculum areas and subjects revised and enriched through the review process to provide

challenge and enjoyment, depth and relevance A clear focus on ‘raising the bar’ on expectations for achievement and attainment, particularly in

literacy and numeracy, but also for achievement in wider aspects of our learners’ education such as health and wellbeing, citizenship, enterprise and creativity. Also, an understanding that ALL of us are responsible for this.

Assessment and reporting principles and practice which support learning

This document was first collated for our school following a very informative and productive development opportunity provided by Shetland Islands Council and LTS in March 2009. During this

event Jim Scott, Headteacher of Perth High School, very effectively shared his vision of curriculum for excellence and the progress made at his school in implementing this new curriculum. He kindly gave

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permission that his work could be used/copied/adapted and much of this document is structured around the work of Perth High School.

This document is updated on an annual basis in an attempt to ensure it reflects the current practice in the school while still identifying the route we are on as we journey towards excellence.

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Developing the Four Capacities in Perth High School · Web viewGames-Based Learning – Guitar...

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