The document discusses transforming lives through learning and focuses on the curriculum, tracking and monitoring, pedagogy, and literacy. It notes that schools will be expected to have clear strategies to reduce achievement gaps across the curriculum. Examples of curriculum rationale, assessment information, and questions to consider about shared understanding of curriculum goals and tracking/monitoring processes are provided. The presentation aims to share ideas and examples of transforming learning through a literacy-rich curriculum.
3. Transforming lives through learningDocument title
‘We will work with schools to focus the curriculum to
meet children’s needs fully and close the gap in early
years settings and primary schools. For example, we will
share and develop ways in which the vocabulary gap
can be closed through a literacy-rich curriculum in P1-3
from August 2016. We will expect all schools to have
clear strategies in place across the curriculum in
school session 2016-17 to reduce the gap in their
context.’
Delivering Excellence and Equity in Scottish Education, p4
18. Transforming lives through learningDocument title
Session structure
1. Introduction
2. Curriculum
3. Tracking and monitoring
4. Pedagogy
5. Literacy
19. Transforming lives through learningDocument title
To consider….
To what extent do you have a shared understanding of what the
curriculum in your school is aiming to achieve for the children? How
have you done this?
How are you developing tracking and monitoring processes in your
school?
What are the strategies/interventions you have in place that support
consistently high standards of attainment for all children?
20. Transforming lives through learningDocument title
Session structure
1. Introduction
2. Curriculum
3. Tracking and monitoring
4. Pedagogy
5. Literacy
21. Transforming lives through learningDocument title
Session structure
1. Introduction
2. Curriculum
3. Tracking and monitoring
4. Pedagogy
5. Literacy
22. Transforming lives through learningDocument title
To consider….
To what extent do you have a shared understanding of what the
curriculum in your school is aiming to achieve for the children? How
have you done this?
How are you developing tracking and monitoring processes in your
school?
What are the strategies/interventions you have in place that support
consistently high standards of attainment for all children?
23. Transforming lives through learningDocument title
Contact details
Alison.Drever@educationscotland.gsi.gov.uk
Gail.Copland@educationscotland.gsi.gov.uk
Sharon.Hayward@educationscotland.gsi.gov.uk
Cara.Cooper@educationscotland.gsi.gov.uk
Editor's Notes
These are the main components which support the development / ongoing review of a curriculum rationale.
Schools will work with these in different ways and at different times to suit their own context.
Although one order of addressing these is suggested by the arrows it may be helpful to use the blank version of the diagram to add arrows which reflect your own context and steps towards developing / reviewing the curriculum rationale.
2.2.2 Have knowledge and understanding of the schools and learning communities in which they teach and their own professional responsibilities within them
understand the importance of making a commitment to the distinctive ethos in all areas of the learning community;
2.3.1 Have knowledge and understanding of relevant educational principles and pedagogical theories to inform professional practices
have knowledge and understanding of the ways in which natural, social, cultural, political and economic systems function and of how they are interconnected to professional practice.
3.1.5 Work effectively in partnership in order to promote learning and wellbeing
create and sustain appropriate working relationships with all staff, parents and partner agencies to support learning and wellbeing, taking a lead role when appropriate.
These are the main components which support the development / ongoing review of a curriculum rationale.
Schools will work with these in different ways and at different times to suit their own context.
Although one order of addressing these is suggested by the arrows it may be helpful to use the blank version of the diagram to add arrows which reflect your own context and steps towards developing / reviewing the curriculum rationale.
