Early insights
As developing new curriculum structures is an ongoing process, these insights show how some schools are beginning to develop their own curriculum structures. They have focused on either transition, the senior phase and a broad general education, or the totality of the curriculum.
Inter-authority insight
This study outlines how six education authorities worked collaboratively with LTS and the Scottish Government to plan and deliver a joint event which would support schools in developing their thinking on curriculum structures and reflect the framework set out in 'Building the Curriculum 3' (BtC3).
Transition
These insights illustrate that there are key points which contribute to building successful transition, for example, the need for:
- collaborative working in learning communities to plan, implement and review practice, including opportunities for professional development
- the whole school community to have a clear understanding that transition is wider than 'pastoral support'
- further work to develop coherence in learning and teaching approaches and progression in curriculum areas and subjects.
Collaborative working - Drummond High School
This insight describes how the school has further developed transition through staff from both sectors working together to address the entitlement of personal support and the principles of progression and personalisation and choice.
Improving learning experiences - Carrick Knowe Primary School
This insight outlines how one primary school is working within a cluster to improve and enhance the learner’s experience from P6 to S1 by developing a collaborative project in literacy skills across the curriculum.
The senior phase and a broad general education
This insight illustrates the importance of careful planning and well paced change. School staff will need to take account of a range of factors, such as:
- the challenges faced in adapting current curriculum structures, including timetabling and staffing issues, and taking account of the new national qualifications within the timeframe
- how best to work within existing partnerships and develop new ones
- how to develop further coherence throughout the cluster to promote consistent practice in pedagogy, skills and subject specific knowledge
- how to plan long term to achieve the necessary staffing model
- the roles and responsibilities of all involved in designing and delivering the curriculum
- how best to consult with learners and their parents.
Planning for change - Kirkland High School and Community College
This insight outlines the steps that will be taken to significantly change the S1-S6 provision from the current model. It highlights the importance of partnership with the school’s cluster group to prepare the current P6 cohort to experience the new framework when they enter S1 in 2010.
Planning for a broad general education - Ross High School
This insight describes how the school is beginning to develop curriculum structures to plan for broad general education.
The totality of the curriculum
These insights illustrate some key points when beginning to address the totality of the curriculum, for example:
- providing opportunities for robust staff discussion to explore what is meant by the totality of the curriculum, ensuring a common understanding and identifying what impact this will have on a school’s particular context
- self-evaluation to reflect on how well current curriculum structures meet the four contexts for learning
- considering what needs to be changed and how this can build on previous work to inform the improvement planning process
- prioritising the changes and identifying what can be achieved in the short and long term.
Promoting wider achievement - Stoneyhill Primary School, East Lothian
This insight outlines how one primary school is developing further opportunities for wider achievement through the totality of the curriculum. This has entailed reviewing the timetable, the planning cycle and learning opportunities across the curriculum.
Building the Fairview curriculum - Fairview School
This insight outlines one school’s process of planning for change and how staff will organise learning to meet the needs of all children and young people with severe, complex and enduring additional support needs.