Education and Social Care

Education and Social Care

Schoolsand

CurriculumDevelopment

Arlene WilsonCurriculum Adviser

2015

Education and Social CareAccess GLOW via this icon on your Moray desktop page

Education and Social Care

Who should be involved?

• Head Teacher

• Staff• Pupils• Parents• Partners

For further information and resources see Moray Glow - Curriculum - Rationale Advice

Education and Social Care

What should we be thinking about?

For further information and resources see Moray Glow - Curriculum - Rationale Advice 1-7

Education and Social Care

For further information and resources see Moray Glow - Curriculum - Rationale Advice - 8

Education and Social Care

How is your school preparing your children for the future? The following clips will help schools understand what they should be aiming for.Shift Happens -https://www.youtube.com/watch?v=PcZg51Il9no

How to escape Education’s death Valley – TED talk by Sir Ken Robinson – which refers to the American Education System but much of what he says could be about our Education System.http://www.ted.com/talks/ken_robinson_how_to_escape_education_s_death_valley?language=en

For further information and resources see Moray Glow - Curriculum – The Aim – 9-11

Education and Social Care

Every school’s aim will be based on

building capacity

For further information and resources see Moray Glow - Curriculum - The Aim - 12 - 14

Education and Social Care

Every Vision will be

different because the

context of the school

For further information and resources see Moray Glow - Curriculum -The Vision -16 - 18

Education and Social Care

Aim Vision Values Context

For further information and resources see Moray Glow - Curriculum - The Vision - 18

Education and Social Care

By developing their…Knowledge, Skills and Characters (Attributes)

By using…The Experiences and Outcomes The Significant aspects of learning and their associated progression frameworks The skills identified within the 4 capacitiesThe SHANARRI Wellbeing indicators

For further information and resources see Moray Glow - Curriculum - Knowledge, Skills and Attributes -19 - 23

To Create… A Skills Based

Curriculum

Education and Social Care

The Building Bricks…

English and Literacy

Maths and Numeracy

Health and Wellbeing

Sciences

Technologies

Social Subjects

Religious and Moral Ed

The Cement = Life and work of the school, curricular areas, interdisciplinary learning and personal achievement

Expressive Arts

If only building a learning

programme was this easy!

For further information see Moray Glow - Curriculum - Contexts for Learning - 24 - 27

Themes Across Learning

SustainabilityEnterprise

Global Citizenship

Education and Social Care

RESONSIBILITY OF ALLLiteracyNumeracyWellbeing

LEARNING THEMESSTEM – Science, Technology Maths , and EngineeringEco SchoolsFinancial EducationLearning about ScotlandFood and HealthCurrent events

Experience and Outcome

Lit 21a = spelling

SAol – Write with

increasing accuracy making

effective use of spelling,

grammar and punctuation

For further information see Moray Glow - Curriculum - Planning Overview - 30

Education and Social Care

SchoolContext

Sustainability Global Citizenship

Enterprise

English

Health

RME

Expressive Arts

Modern Languag

es

Social Subjects

Technologies

Science

Mathematics

Literacy

Numeracy

Eco Schools

Current Events

Food & Health

WellbeingSTEM

ScotlandFinance

For further information see Moray Glow - Curriculum - Planning Overview – 30 - 33

Education and Social Care

Term 1 Term 2 Term 3 Term 4ResidentialJohn MuirHarvestPlanning for Progress

Clock changeBe safe be seenRemembranceSt Andrews Bonfire – fire safetyChristmasAlzheimer’s Scotland

Chinese New YearBurns DayUNICEF day of changePancake TeaEaster

Summer FairSportsReportsTransitionSchool garden

Further information and resources see Moray Glow - Curriculum - Contexts for Learning - 26

Education and Social Care

Numeracy and MathematicsExperimenting with measurement MNU 0-11a Estimate then actually measure MNU 1-11a Estimating measurements MNU 2-11a Common units of measure & calculations MNU 2-11b Perimeter and volume MNU 2-11c

Literacy and English

LIT 0-14a Use of environmental print & texts to plan, make choices and learn new things LIT 1-14a Find, select, sort and use information for a specific purposeLIT 2-14a Use different types of texts to find, select, sort and use information for a specific purpose

Health and WellbeingExpressing Feelings and Managing Behaviour HWB 0 to 4-1a – Expressing feelings and talking about them HWB 0 to 4-2a – The influence our thoughts and feelings have on our behaviour

Social SubjectsContext – Community Resilience Explore & discover interesting features of local environment SOC 0-7a Explore features of local landscape SOC 1-7a Major features of Scotland's landscape SOC 2-7aI can describe the major characteristic features of Scotland's landscape and explain how these were formed.

Contexts for LearningLife and Work of the School , Interdisciplinary Learning , Personal Achievement, Curriculum

VC DayEco Schools Waste minimisationCommunity ResilienceFood and Health – Scottish foodSchool WebsiteEaster

Expressive ArtsMusic  Context – Writing a song about William Anderson Express and communicate ideas, thoughts and feelings through musical activities EXA 0 – 2-18a Art & Design – COLLAGE  Context – Finish WW1 art. Create and present work using the visual elements EXA 1-3a Create and present work showing developing skill using the visual elements and concepts EXA 2-3a

SciencesContext – Eco Community GroupThroughout all my learning, I take appropriate action to ensure conservation of materials and resources, considering the impact of my actions on the environment.TCH 1-02a

TechnologiesContext – Pupils will develop their ability to use their iPad and various apps to support learning. Community groups to develop the school website and skills for eportfolios. TCH 0-03a – I explore software and use what I learn to solve problems and present my ideas, thoughts or information TCH 1-4a and 2-4a – I explore and experiment with the features and functions of computer technology and I can use what I learn to support and enhance my learning in different contexts.

Religious and Moral Education

Beliefs - Exploring beliefs across all faiths Context - Islam Explore stories etc to become familiar with some beliefs of other world religions RME 0-4a Explore stories from world religions RME 1-4aDevelop knowledge of other religion beliefs by exploring some places and artefacts RME 1-4bTalk about own beliefs RME 1-4c

For further information see Moray Glow - Curriculum - Planning Overview - 28 - 33

Education and Social Care

Planning Overview

Curricular Area PlansLiteracy and EnglishMaths and NumeracyHealth and Wellbeing

SciencesTechnologies

Social SubjectsRME

Expressive Arts

Lesson Plans

For further information see Moray Glow - Curriculum Programmes and Courses

Education and Social CareFor further information see Moray Glow - Curriculum – Curricular Planning - 34

Education and Social Care

At this stage teachers will be planning A lesson or a series of lessonsProgrammes/courses/units of learning

For further information and resources see Moray Glow - Curriculum - Programmes, Courses, Units of Learning - 36 - 40

Learning Approach

es•Active Learning•ICT in Education•Creativity•Outdoor Learning•Co-operative and Collaborative learning•Peer Education•Reggio Emilia

Education and Social Care

How much and how well?

Assessment should… be part of planning support learning be ongoing promote progression, breadth and depth

Moray Glow - Curriculum – Assessing Progress and Achievement - 41 - 46

Education and Social CareFor further information see Moray Glow - Curriculum - Moderation – 47 & 48

Education and Social Care

Must be based on what the learner can …MAKE SAY WRITE DO

Moray Glow - Curriculum - Recording and Tracking Progress and Achievement – 49 & 50

Education and Social Care

PLEASE USE ME!