Dunbar PS is a school with over 700 children. A P1 teachers talks about how she works with the four other P1 teachers to agree what the children should learn and what the standard should be.
Category Archives: CfE
Helping children track their progress
A teacher at Dunbar PS has been thinking about peer and self assessment and ways to help her P4 children keep track of their progress using learning logs. This has had a positive impact on children’s engagement in their own learning and provides information that parents find helpful.
Driving consistency of practice in CfE
Staff in Stoneyhill PS in Musselburgh have been actively engaging with CfE for a number of years and were involved in developing NAR. Here three teachers talk about how the school is going about ensuring there is consistent practice across the stages.
Interdisciplinary Learning
Wondering how interdisciplinary learning can contribute to the development of learning and skills in your class/school/establishment? Ths video considers some of the possibilities and practicalities of embedding interdisciplinary learning in your practice. You can find more information here on the LTS website:
http://www.ltscotland.org.uk/learningteachingandassessment/learningacrossthecurriculum/interdisciplinarylearning/index.asp
A quick guide to Cloud 9, a curriculum planning approach
A 2 minute video which answers the following questions about using the Cloud 9 approach to curriculum planning:
What is it?
Why use it?
How migh you use it?
Where can you find out more?
See how Danestone Primary in Aberdeen used this approach by clicking below:
http://www.ltscotland.org.uk/resources/d/genericresource_tcm4624534.asp?strReferringChannel=search&strReferringPageID=tcm:4-615801-64
Quick guide to the Strategic Curriculum Planner
A 2 minute video which answers the following questions about the strategic curriculum planner:
What is it?
Why use it?
How might it be used?
Where can you find out more?
See how Wallacestone Primary School in Falkirk has used this approach by clicking below:
http://www.ltscotland.org.uk/resources/w/genericresource_tcm4619215.asp?strReferringChannel=search&strReferringPageID=tcm:4-615801-64
Using NAR in a Primary School Setting
In this video Moira will share with us how she used NAR in her primary school setting. If you go to NAR in the Assessment home page link you can see where Moira’s work sits within the Flow Chart in the NAR Summary Handbook. For more information contact Moira.hendry@wled.org.uk
Planning the Curriculum Weblinks
The curriculum planning section of the LTS website has lots of resources and examples to support schools and establishments in reviewing and designing their curriculum structures. Click here to have a look at the process:
http://www.ltscotland.org.uk/buildingyourcurriculum/curriculumplanning/index.asp
The new learning : the learning journey
21st century education is about how children learn, not what they learn, says Professor Brian Boyd. Here, he welcomes a more flexible approach to learning and teaching
Free Flow Play in P1-P3 –
http://www.ltscotland.org.uk/sharingpractice/f/freeflowplay/aims.asp?strReferringChannel=earlyyears&strReferringPageID=tcm:4-619325-64
CfE Supporting the Early Level –
http://www.ltscotland.org.uk/earlyyears/curriculum/supportingearlylevel/index.asp
Reporting Weblinks
Advice on Reporting on Progress and Achievement
This advice on reporting is part of a suite of documents on recognising achievement, reporting and profiling. The Curriculum for Excellence Management Board decided to publish the reporting section separately in advance of the whole document.
Early Years Web links
Developing a Documentation Approach – http://www.ltscotland.org.uk/sharingpractice/d/documentation/aims.asp?strReferringChannel=earlyyears&strReferringPageID=tcm:4-619333-64
Tracking and Progression Weblinks
Early Years Web links
Developing a Documentation Approach – http://www.ltscotland.org.uk/sharingpractice/d/documentation/aims.asp?strReferringChannel=earlyyears&strReferringPageID=tcm:4-619333-64
Recognising achievement: Learning Community Groups of Enquiry – Stirling
Key features of Recognising Achievement
•Achievements should be as valuable as qualifications.
•The focus must be on learning and reflection, not activities.
•Learners must have ownership of their achievements and what they choose to include.
•Recognition of achievement must involve talking with and supporting young people.
•Any approach must support young people at risk of disengagement and in need of more choices, more
chances, and must not widen the gap between the advantaged and the disadvantaged.
•The implications and practicalities of recognising achievement for schools and learning communities need to
be explored more fully.
