Shared Sharing Practice

Kersland School - a night at the Oscars

A castle and warrior
  • The planning process was developed to accommodate the draft experiences and outcomes, the four capacities and the principles for curriculum design.
  • Teachers were able to see that the work already being done was relevant to the recommendations highlighted in Curriculum for Excellence.
  • The teachers' confidence in using the experiences and outcomes increased.
  • Increased motivation was demonstrated by staff and pupils.
  • Active learning was linked to the four capacities, the seven principles for curriculum design, learning through the ethos and life of the school and its community, curriculum areas and subjects, and interdisciplinary learning, and opportunities for personal achievement were in evidence throughout topic work.
  • Creativity and imagination were in evidence throughout the school.
  • An improved collaborative planning approach led to improved working relationships.

Meeting the aims of the project

The four capacities

Staff recognise the importance of the four capacities and have 'Kerslandised' these to ensure that particular attention is paid to the expanded bullet points. For example:

  • Children involved in Snow White demonstrated their confidence during role play and by relating to others while displaying physical and emotional wellbeing during activities in the gym.
  • Pupils working on Monsters Inc illustrated successful learning by showing enthusiasm and motivation. Independent learning, and learning as part of a group, featured during tactile sessions when children created their monsters and built models representing parts of the film. This was also in evidence from pupils involved in the Circus topic during language and maths lessons, which had been incorporated into their activities.
  • Children were effective contributors during ‘A Night at the Museum’, where they demonstrated resilience and creativity whilst solving problems.
  • Responsible citizenship was evident during a class visit to Scotland Street School, where the young people demonstrated respect and consideration for others through their excellent behaviour, and through their enthusiastic work on a story about William Wallace and important aspects of Scotland’s history.

Principles for curriculum design

The principles for curriculum design were in evidence throughout the project:

  • Challenge and enjoyment were promoted through all of the topics and perhaps best seen in the DVD footage where children are faced with the challenge of 'roping a steer'.
  • Personalisation and choice were important as children were involved in making choices about various learning activities, and through choice of the topics studied. This principle was also in evidence in the achievement of young people’s individual targets through topic-related activities.
  • Relevance was ensured as young people chose to study through movies that they had experience and knowledge of in their everyday real lives. The choice of ‘Oscars’ as the central theme also ensured relevance.
  • Coherence was illustrated through the careful selection of appropriate curriculum areas, the links between them, and their specific purposes in supporting the learning.
  • Progression was ensured through careful planning for the development of skills, knowledge and understanding.
  • Depth was demonstrated where children were able to articulate what they had learned to others, and then use this learning in a new context, ie the parental open night and Oscar ceremony.
  • Breadth was in evidence across the choice of subjects, activities and curriculum areas chosen.

Ethos and life of the school

The importance of the ethos and life of the school was illustrated through the joint decision-making processes, for example in choosing the theme for each class. Parents, staff and children were all involved at different stages in helping to choose which films would feature in the project. The school values were exemplified in the culmination of the project where all involved celebrated their success by participating in the ‘Oscars’ ceremony. The life and work of the school, positive supportive relationships, shared values and community responsibility were demonstrated at the open evening where parents, pupils and staff celebrated success together.

Curriculum areas

Curriculum areas and subjects were planned in imaginative and creative ways and staff had freedom to choose appropriate curriculum areas and organise these within their chosen topic. Careful planning stimulated effective learning and catered for the needs of the individual pupils in the class.

Interdisciplinary learning

Staff and pupils were able to work together across subject areas through their topic, which inspired enjoyment, ensured relevance and promoted personalisation, choice and challenge. Interdisciplinary working was well planned and it used appropriate areas of the curriculum, ensured skills progression and provided opportunities for mixed-stage, interest-based learning.

Personal achievement

Opportunities for personal achievement were plentiful. The production of displays and models were used to encourage motivation and self-confidence. Activities were planned to provide opportunities for personal achievement, both within and outwith, the classroom. Children were challenged to become involved in areas slightly outside their comfort zone in order to build confidence and perseverance.

Draft experiences and outcomes

The project was planned before the draft experiences and outcomes were published. However, when these became available staff began to examine them to ascertain where these would support the activities and learning intentions of their recently completed topics. This exercise promoted further collaborative working which supported staff in using the draft experiences and outcomes in planning for the next project.