Curriculum for Excellence in East Lothian
Planning Ahead 2011/12
Please find attached the documentation, which provides guidance for taking forward Curriculum for Excellence in East Lothian, and outlines priorities for session 2011-2012.
This document aims to set out a shared vision for the way forward for our children and young people over the coming session and builds on the plan for the session 2010-2011.
The document should be used by all establishments to link their own improvement plan priorities with those of the authority. It can be extended and adapted to suit the needs of each establishment with space made to highlight priorities and identify who will contribute to their completion.
Thank you to the following for their assistance in producing this updated document.
Yvonne Binks, Preston Lodge High School
Gordon MacKenzie, Dunbar Primary School
Sheona Skinner, Humbie Primary School
Elise Sutherland, Pencaitland Primary School
David Swinney, Knox Academy / Seven characteristics required for successful
implementation of Curriculum for Excellence
This document has been organised according to the seven characteristics required for successful implementation of Curriculum for Excellence outlined by HMIE:
  • A clear plan, based on self-evaluation, is in place for getting ‘from A to B’, of how and when changes will be achieved.
  • Good quality support for CPD.
  • Staff are working with increasing confidence with the Es&Os and know how to use these in taking a coherent approach to learning, teaching and assessment.
  • Effective arrangements to assess and track progress.
  • Strong and secure achievement in literacy and numeracy.
  • Effective partnerships and involving parents.
  • Good leadership is essential at all levels with a vision for the outcomes of change.
HMIE Inspection Advice Note, January 2011

Curriculum for Excellence in East Lothian – Planning Ahead – 2011/12

What do we want? / How are we going to do it? / Impact / Proposed Timescale
Good leadership is essential at all levels with a vision for the outcomes of change
Provide a clear strategic framework for development at all levels. / Authority /
  • Ensure a clear strategic direction is provided to schools and partners through the Education Strategy Group.
  • Commission short-term working groups to carry out development work for the authority.
/
  • Schools, staff and partners are clear on the strategic development of education across East Lothian and have contributed to this strategy where appropriate.
/
  • Throughout 2011/12.

Schools /
  • Ensure that planning is in place which reflects national and authority guidance and that plans are progressing at a reasonable pace through self-evaluation.
/
  • Staff and partners are clear on developments and how these relate to national and authority guidance.
/
  • Reflected in school and cluster improvement plans from August 2011 and ongoing thereafter.

Staff /
  • Contribute to self-evaluation processes to input into long-term planning.
  • Continue to work to apply and improve standards and expectations of learners.
/
  • Strategic planning reflects best practice in terms of improving learning experiences for young people.
/
  • Throughout 2011/12.

A clear plan, based on self-evaluation, is in place for getting ‘from A to B’, of how and when changes will be achieved
Schools, Clusters and Local Authority have Improvement Plans in place which are based on self-evaluation. / Authority /
  • Develop plans for continued implementation of CfE in consultation with staff.
  • Share plans with schools in time to inform school improvement planning.
/
  • Schools and staff are aware of the vision for development across the authority.
/
  • Draft version of this document to Head Teachers for consultation at March Conference.
  • Final version April 2011.

Schools /
  • Develop and update School & Cluster Improvement Plans in light of self-evaluation and authority and national guidance.
/
  • Schools and Clusters have appropriate plans in place and staff are aware of these plans.
/
  • Reflected in school and cluster improvement plans from August 2011 and ongoing thereafter.

Staff & Partners /
  • Contribute to self-evaluation and improvement planning process.
/
  • Plans reflect the views of staff and partners.
  • Staff are aware of the plans and understand their role in delivery.
/
  • August 2011

All staff familiar with Building the Curriculum documents and are reviewing and justifying practice accordingly. / Authority /
  • Evaluate and support through QIO evaluation visits, including sharing and developing practice.
/
  • Continued development towards the whole school community developing a clear understanding of the curriculum.
/
  • Throughout 2011/12.

Schools /
  • Ensure staff adapting/changing/justifying practice accordingly and build sustainable learning communities to continue development of practice
/
  • Staff will be better informed and practice will be changing in line with Building the Curriculum documentation.
/
  • Throughout 2011/12.

Staff /
  • Continue to develop an understanding of BtC 3, 4 & 5 and review/justify practice accordingly.
/
  • Pupils will be more actively involved in their learning and will make links between their learning.
/
  • Throughout 2011/12.

All schools have plans in place to ensure the curriculum meets the principles of curriculum design over the four contexts for learning[ethos and life of the school as a community, curriculum areas and subjects, interdisciplinary learning & opportunities for personal achievement] in the broad general education and the senior phase. / Authority /
  • Evaluate and support through QIO evaluation process.
  • Local authority co-ordination and sharing of ideas/expectations.
/
  • A coordinated approach to curriculum design is developed across the authority as appropriate.
/
  • QIO visits ongoing.
  • Secondary groups in place March 2011 and ongoing thereafter.

Schools /
  • School improvement planning priorities which reflect BtC3.
/
  • Curriculum in place which provides appropriate experiences for all learners.
/
  • All stages up to the end of S2 in 2011-12.
  • Plans in development for S3 to S6.

Staff /
  • Contribute to development of school curriculum.
/
  • Staff and pupils fully engaged with CfE.
/
  • Throughout 2011/12.

All staff within nursery, primary and secondary are working collaboratively to improve learning and transition at all stages and schools have mechanisms in place to ensure that developments are sustainable. / Authority /
  • Continue to support the development of professional learning communities within and between nursery, primary and secondary sectors.
  • Ensure developments can occur within the 35 Hour Framework Agreement.
/
  • Staff have greater opportunities to work collaboratively with colleagues.
  • Schools and staff are aware of developments across the authority.
/
  • Throughout 2011/12.

Schools /
  • Support the establishment of professional learning communities within and between nursery, primary and secondary sectors.
  • Encourage school staff to use CAT/in-service sessions effectively and take part in professional learning communities as appropriate.
  • Allocate time to collegiate working to ensure developments can occur within the 35 Hour Framework Agreement
/
  • Staff have greater opportunities to work collaboratively with colleagues.
  • Well-informed staff with confidence in their practices who are working together for shared professional development.
/
  • Throughout 2011/12.

Staff /
  • Work with colleagues within and across sectors, and parents/carers, to improve learning and transitions.
  • Make best use of the 35 Hour Framework Agreement for professional & school development
/
  • All staff will be involved in professional development of a collegiate nature.
  • Improved learning and teaching for all pupils at all stages.
  • Improved transitions for learners.
/
  • Throughout 2011/12.

Secondary staff are engaged in the National Qualifications development process. / Authority /
  • Liaise with SQA to inform staff of developments as they occur
  • Direct staff to outlets for information e.g. websites.
/
  • Schools and staff are up to date with developments and are providing feedback on draft documents.
/
  • Throughout 2011/12.

Schools /
  • Liaise with SQA to inform staff of developments as they occur
  • Direct staff to outlets for information e.g. websites.
/
  • Schools and staff are up to date with developments and are providing feedback on draft documents.
/
  • Throughout 2011/12.

Staff /
  • Attend SQA engagement events as appropriate.
  • Keep up to date with developments on the SQA website and contribute to consultations as appropriate.
/
  • Confidence and understanding of expectations will be increasing and reflected in learning, teaching and assessment strategies.
/
  • Throughout 2011/12.

Staff are working with increasing confidence with the Es&Os and know how to use these in taking a coherent approach to learning, teaching and assessment
All staff within nursery, primary and secondary are planning for learning and assessment using the experiences and outcomes for curricular areas and for literacy, numeracy and health & wellbeing across learning. / Authority /
  • Monitor and support the coherent approach to learning, teaching and assessment through QIO evaluation visits.
  • Provide opportunities to support staff to deliver Literacy, Numeracy and Health & Wellbeing across learning Experiences & Outcomes.
/
  • Schools & staff are planning appropriate experiences for learners and using valid and proportionate approaches to assessment.
/
  • All stages up to the end of S2 in 2011-12.

Schools /
  • SMT monitor and support the coherent approach to learning, teaching and assessment.
  • School development plans reflect engagement with experiences and outcomes & four aspects of the curriculum across all curricular areas
  • Opportunities for collaborative working made available to all staff within the school and cluster.
/
  • Schools & staff are planning appropriate experiences for learners and using valid and proportionate approaches to assessment.
/
  • All stages up to the end of S2 in 2011-12.

Staff /
  • Using CfE Experiences & Outcomes in planning learning and assessment.
  • Work collaboratively with colleagues to develop coherent approaches to teaching, learning and assessment.
/
  • Learners are engaged in appropriate learning experiences which relate clearly to the Experiences & Outcomes.
/
  • All stages up to the end of S2 in 2011-12.

All schools making effective use of technology to support pupils in their learning – Glow, eduBuzz, Google Apps etc. / Authority /
  • CPD to provide staff with knowledge and understanding to use technology to greatest effect (technical and pedagogical).
  • Continue progress towards improved access to technology in schools.
  • Ensure effective IT support for schools.
/
  • Collaborative working amongst staff in schools, clusters & across the authority.
  • Improved technical and ICT pedagogical skills across East Lothian.
/
  • Throughout 2011/12.

Schools /
  • Sharing current practice within schools and between schools.
  • Encourage online links with parents and communication with external organisations, including link schools.
/
  • Improved skills and confidence amongst staff and pupils.
  • Improved parental involvement.
/
  • Reflected in school improvement plans from August 2011 and ongoing thereafter.

Staff /
  • Familiarise with the available tools and encourage appropriate use by pupils.
/
  • Improved skills and confidence amongst staff and pupils.
  • Active learning of responsible use.
/
  • Throughout 2011/12.

Effective arrangements to assess and track progress
Schools and Clusters have systems in place for recording, tracking, reporting and profiling achievement. / Authority /
  • Support schools to develop approaches to reporting, recognising achievement and profiling.
  • Coordinate approaches to develop a common model for the authority.
  • Explore use of online tools for ePortfolio and assessment purposes.
/
  • Schools have systems in place for reporting in terms of Curriculum for Excellence.
  • Schools are developing approaches to recognising achievement and profiling.
/
  • Reporting: all stages up to the end of S2 in 2011-12.
  • P7 Profile: June 2012
  • [S3 Profile: June 2013]

Schools /
  • Schools/Clusters to develop P7 & S3 profiles.
  • Schools/Clusters to develop systems which are manageable and follow guidance in BtC5.
/
  • Schools have systems in place for reporting in terms of Curriculum for Excellence.
  • Schools are developing approaches to recognising achievement and profiling.
/
  • Reporting: all stages up to the end of S2 in 2011-12.
  • P7 Profile: June 2012
  • [S3 Profile: June 2013]

Staff /
  • Implement systems of tracking, reporting & profiling.
  • Assist pupils to reflect upon and share their achievements.
/
  • Learners are reflecting on their progress and are aware of their achievements.
/
  • Throughout 2011/12.

All staff assessing based on the principles of AifL & BtC5, involving learners in the process.All staff involved in moderation activity. / Authority /
  • CPD to provide staff with opportunities to build confidence in moderation processes and to refresh formative assessment practice, encouraging appropriate/relevant use.
  • Systems put in place for moderating Literacy and Numeracy across the authority.
  • Allocate time for staff to discuss and moderate at authority level.
  • Identify members of staff to lead in this area at authority level.
  • Facilitate opportunities for Health & Wellbeing moderation at authority level.
/
  • Staff will have better knowledge and understanding of expectations in BtC5 – this will impact on assessment and moderation practices.
/
  • Continued development from August 2011.

Schools /
  • Continue to develop and embed formative assessmentpractice through BtC5.
  • Allocate time for staff to discuss and engage in moderation of Literacy and Numeracyat Cluster level.
  • Allocate time for all staff to discuss and engage in moderation within school.
  • Identify members of staff to lead in this area at school and cluster level.
  • Facilitate opportunities for Health & Wellbeing moderation at cluster level.
/
  • Staff will have better knowledge and understanding of expectations in BtC5 – this will impact on assessment and moderation practices.
  • Coherent assessment across schools, clusters and within the authority.
/
  • Reflected in school and cluster improvement plans from August 2011 and ongoing thereafter.

Staff /
  • Continue to embed formative assessmentpractice through BtC5.
  • Participate in and contribute to moderation activities as outlined in BtC5.
/
  • Shared understanding of standards within Curriculum for Excellence.
  • Learners will be actively involved in assessing their progress.
/
  • Throughout 2011/12 and ongoing.

Strong and secure achievement in literacy and numeracy
All staff within nursery, primary and secondary are planning using Literacy, Numeracy and Health & Wellbeing across learning experiences and outcomes. / Authority /
  • Short-term Working Groups established by Education Strategy Group to support development as appropriate.
/
  • Guidance and support to clusters, schools and staff as appropriate.
/
  • Throughout 2011/12.

Schools /
  • School improvement plans reflecting engagement with Literacy, Numeracy, Health & Wellbeing across learning.
  • Collegiate working groups continued within schools.
/
  • Raised Achievement amongst pupils.
  • Improved skills in Literacy and Numeracy amongst pupils.
  • Improved practitioner skills to develop the understanding of health and wellbeing of children and young people.
/
  • Reflected in school improvement plans from August 2011 and ongoing thereafter.

Staff /
  • Incorporate Literacy, Numeracy & Health & Wellbeing experiences & outcomes in learning.
/
  • Learners are developing Literacy, Numeracy and Health & Wellbeing across the curriculum.
/
  • Throughout 2011/12.

Effective partnerships, including with parents
A more integrated learning community which includes contributions from Community Learning & Development, Skills Development Scotland, Employers, the Third Sector, Schools, Parents and other non-formal learning agencies. / Authority /
  • Clarifying responsibilities and service level agreements between learning partners.
  • Share performance data on a cluster basis to identify need ensuring developments follow a ‘needs-led’ approach.
  • Support partnerships via online tools.
/
  • Authority resources are used as effectively and efficiently as possible to the benefit of East Lothian’s young people.
/
  • Throughout 2011/12.

Schools /
  • Engage parents and partners in the curriculum.
  • Incorporate cluster CLD provision and third sector provision into improvement plan.
/
  • Young people’s full Curriculum for Excellence entitlement is made real through being able to access a full range of expertise.
/
  • Reflected in school and cluster improvement plans from August 2011 and ongoing thereafter.

Staff & Partners /
  • Develop provision where possible on a needs-led basis.
  • Share sector specific developments with full learning community.
/
  • Young people’s full Curriculum for Excellence entitlement is made real through being able to access a full range of expertise and relevant contexts.
/
  • Throughout 2011/12.

All young people to have an appropriate and attractive offer of further learning before their school leaving date. / Authority /
  • Support the development of procedures for Information, Advice and Guidance to be available to all partners including parents and young people on the range of offers available and their 16+ Learning Choices rights.
  • Oversee ‘second offer’ requirements and work with partners to alter provision to meet this need as necessary.
  • Intelligent use of data to inform 16+Learning Choices intervention.
/
  • Full engagement with all aspects of 16+Learning Choices
  • Procedures in place for Information, Advice & Guidance and second offer.
/
  • Throughout 2011/12.

Schools /
  • Holding multi-agency partnership meetings (School Hub meetings) to address capacity building opportunities and allocate an action person to support young people in next stage of transition.
  • Tracking of young people after they leave Secondary school is in place and informing curricular development.
/
  • Intelligent use of data and resources by a variety of agencies to better prepare young people to source and sustain a suitable learning option past their school leaving date.
/
  • Throughout 2011/12.

Staff & Partners /
  • Extending knowledge of post-school provision and sharing these opportunities with young people as a matter of course well in advance of their school leaving date.
  • Incorporating Skills for Life, Learning and Work in all aspects of curriculum delivery in line with BtC4.
/
  • Young people have developed skills for learning, life & work and be aware of their post-school options.
/
  • Throughout 2011/12.

Good quality support for CPD
Make effective use of time and resources to ensure high quality and sustainable professional development opportunities. / Authority /
  • Continue to support professional development including through courses, professional learning communities & moderation.
/
  • Staff have a range of opportunities for professional development available.
/
  • Throughout 2011/12.

Schools /
  • Provide professional development opportunities through In-Service & CAT.
  • Support the development of professional learning communities & moderation groups.
/
  • Staff have a range of opportunities for professional development available and are encouraged to make effective use of these.
/
  • Throughout 2011/12.

Staff /
  • Take ownership of CPD including reflection on practice as individuals and sharing with others.
/
  • Learners have an increasingly high quality educational experience as a result of staff continued and reflective professional development.
/
  • Throughout 2011/12.

Curriculum for Excellence in East Lothian – Planning Ahead – 2011/121