{"id":713,"date":"2015-03-18T13:01:27","date_gmt":"2015-03-18T13:01:27","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/fa\/IDLCentral\/?p=713"},"modified":"2015-03-18T13:08:40","modified_gmt":"2015-03-18T13:08:40","slug":"developing-skills-progression-at-hallglen-primary-school","status":"publish","type":"post","link":"https:\/\/blogs.glowscotland.org.uk\/fa\/IDLCentral\/2015\/03\/18\/developing-skills-progression-at-hallglen-primary-school\/","title":{"rendered":"Developing Skills Progression at Hallglen Primary School"},"content":{"rendered":"

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The senior management team at Hallglen PS shared their development of skills progression across learning with Yvonne McBlain of\u00a0Falkirk’s Service, Support and Improvement team on Tuesday 17th March 2015. Alison McCalley, head teacher, Val Campbell, depute head teacher\u00a0and Linda Hastie, principal teacher, have been working on this development with staff colleagues this session and during session 2013-14. During the conversation, it became clear that this initial task has had much wider impact on staff and pupils, and on the ethos and life of Hallglen as a school. After hearing about the school’s journey, Yvonne recognised that the staff are building their curriculum together, and defining how their learners will progress through their broad, general education.\u00a0 Many schools are currently on this journey and it is good to be able to share an example from a Falkirk school. Click here<\/a> to view a video clip from Education Scotland which defines how another head teacher managed this process.<\/p>\n

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Hallglen’s\u00a0Process & Impact so far:<\/p>\n

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  1. Alison used active approaches to\u00a0engage staff in deep discussions about their rationale for\u00a0prioritising skills progression and assessment as\u00a0improvement priorities.\u00a0 (See\u00a0photos\u00a0of the displays)\u00a0These\u00a0meetings effectively\u00a0build a shared, clear vision and coherence about the tasks.<\/li>\n
  2. Staff\u00a0 switch to collegiate planning focusing on the same\u00a0Experiences and Outcomes, and using existing topics. Staff really valued these opportunities to plan together because they were better able to unpack the skills within the E & Os and could see how to progress these skills across each stage. (Alison facilitated using skills support materials from Education Scotland website)<\/li>\n
  3. Whole staff decide to moderate their planning at the start of a topic, and again at the end. The quality of\u00a0 professional dialogue\u00a0at\u00a0meetings continues to\u00a0deepen staff understanding of why they teach what they teach.\u00a0Staff tour their classrooms to share their learning walls – they enjoy and value the ideas and knowledge they gain from each other. Peer support and professional dialogue are further enriched by this. \"WP_20150317_031\"<\/a><\/li>\n
  4. Elements of the task are defined and distributed across Raci groups.\u00a0Shared vision, builds a culture of distributed leadership within the school. Teachers have a sense of agency about their work and are enjoying the systems of monitoring and tracking which they helped to co-create.<\/li>\n
  5. Alison applied her reflections from the Curriculum Architecture session delivered by Education Scotland last session.\u00a0 Staff switch to using the significant aspects of learning and realise that they need to be more flexible with their contexts for learning – IDL is not the same as “topic”.<\/li>\n
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  7. Level groups of staff begin to look for “bundles” of E & Os\u00a0\u00a0contained within the significant aspects of learning. The latest inset day was used to \u00a0identify discrete “stand alone” E & Os within each subject, and those which were naturally connected. (See photos) The evidence generated is shaping up as an overview of their curriculum where skills progression can be built into discrete and interdisciplinary learning.<\/li>\n
  8. Staff continue to refine their progression of skills by defining what will be taught at each stage within a level. They are organically building a curriculum framework as defined by HMIE Advice Note 2014-15 (click\u00a0here<\/a> to see an example from the Ed Scot website)<\/li>\n<\/ol>\n

    5.1d ” The curriculum is based on the design principles of challenge and enjoyment, breadth,depth, progression, relevance, coherence and personalisation and choice for all learners.Staff and partners are further developing the curriculum to ensure coherence andprogression in learning using the experiences and outcomes (Es and Os) to providewell-planned and joined up learning across curriculum areas and subjects, interdisciplinarylearning, personal achievement and the life and ethos of the school.<\/p>\n

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    Other impact:<\/p>\n