Action Plan 1 Priority To implement the principles of Curriculum for Excellence across learning in S2 (levels 3 and 4) to include literacy, numeracy, health and well-being. To develop S3 courses with a view to including access and national 4 and 5 coursework. Key area(s) Quality indicator(s) Delivery of Education 2.1, 5.1-5.3, 5.5, 5.7, 6.3, 9.4 Impact on Learners Outcomes and impact on learners Learners will develop through the following: ♦ The curricular framework for S2 will be implemented. Impact on learners will be more appropriate courses based on coverage of experiences and outcomes. ♦ S2 courses will include opportunities for students to develop literacy, numeracy and health and wellbeing, across learning. Impact on students will be an enhanced understanding of how literacy and numeracy contribute to their overall capacity to learn and how general well-being is linked to learning. ♦ S2 courses will continue to develop opportunities for active learning and questioning strategies will include opportunities for higher order thinking. Students will have opportunity to think more deeply and be challenged to answer questions in greater depth. ♦ S2 courses will continue to develop, where appropriate, opportunities for interdisciplinary learning. ♦ All departments will prepare for courses in S3 next session to include aspects of access and national 4 and 5 courses.. ♦ The school will work to restructure its praise and reward system in S1 to ensure greater impact. All staff in the school will be involved in order to build and consolidate on the school’s existing highly positive ethos. Students will have a good understanding of rewards as well as the code of conduct and will be more motivated in their learning. ♦ A system for recording achievement will be developed. Learners self-esteem will be enhanced by a focus on their wider achievements. Resources (including CPD) Funds from DSM/CPD budget - £1,500. Staff development sessions - 4 x 1.5 hours. Departmental meeting time Experiences and outcomes for the curricular areas, literacy/numeracy/health and wellbeing. Curriculum for Excellence materials (LTS website). Journey to Excellence Parts 1-5. Learning and teaching working party meeting time - 5 meetings of 1 hour. Cover for working party - £1000. Curriculum for Excellence steering group meeting time. Funding of whole school literacy across learning coordinator, and potentially funding whole school numeracy coordinator.. Monitoring and evaluation of impact Audit process by departments with link SMT Review and evaluations of courses throughout 2011-2012, including a curriculum mapping exercise carried out by each department. Departments will have 2 review meetings with link SMT. Overall responsibility Headteacher, L&T Working Group Priority timescale From August 2011 to June 2012.
Internal to school Priority To implement the principles of Curriculum for Excellence across learning in S2 (levels3 and 4) to include literacy, numeracy, health and well-being. To develop S3 courses with a view to including access and national 4 and 5 coursework.
Tasks
By whom
Timescale
All departments will be given the results of our staff and student literacy audit/questionnaire. Learning and teaching group will make recommendations regarding whole school priorities.
Departments
September 2011 onwards
Steering group
December 2011
HT & PTs
December 2011
HT
September 2011
DHT CPD
August 2011
Departments
June 2012
Departments
June 2012
Departments & SMT Link
Progress checks: Nov 2011 Feb 2012 June 2012
DC, DHT Pastoral & Support for Students
Ongoing throughout 2011-12
Whole School Literacy Policy developed
Curricular framework of school reviewed for S1-3 Working parties established and remits agreed Organise the CAT/ISIS programmes to support staff engagement with development of literacy, numeracy and health and well being. All departments carry out audit of existing S3 courses against access and national 4 and 5 outcomes when published (Jan – April 2012. S3 courses are produced which reflect the aims,capacities and principles of CfX including Active Learning Monitor progress
Develop a DB to record students wider achievements
A new system of praise and reward will be devised and piloted with S1 students
Action Plan 2 Priority To implement effective strategies to co-ordinate and embed co-operative learning strategies, in order to meet the needs of children, the principles of Curriculum for Excellence, whilst improving transition arrangements and developing staff across sectors. Key area(s) Quality indicator(s) Improvement in Performance Impact on Learners; Learners Experiences HGIOS Teaching for Effective Learning 1.1 Meeting Learning Needs 2.1 Expectations and Promoting Achievement 4.2 Equality and Fairness 5.2, 5.3, 5.5, 5.6, 5.7, 5.8 Partnerships with Learners and Parents 7.2, 7.3 Care, Welfare and Development 9.1, 9.2, 9.3, 9.4 Staff Deployment and Teamwork Staff development, Review Management and Support Vision, Values and Aims Leadership and Direction Developing People and Partnerships Leadership of Improvement and Change Outcomes and impact on learners Co-operative Learning – impact on learners: Students develop social, interpersonal and interdependent skills that will accelerate learning and support employability. Students will take more responsibility for their own and the learning of others. Students will become successful independent learners, whilst developing team skills and responsibilities. Students take an active role in the review of both their own work and that of others. Students will have the opportunity to work actively in a range of co-operative styles. Students will improve problem-solving skills, in different educational contexts. Greater involvement of learners in their own development. Students will have the opportunity to develop skills from a younger age and carry them from primary to secondary. Increased retention, greater self-esteem, better attitudes, stronger social support; leading to increased achievement and attainment. The aim is to motivate students by encouraging them to belong, gain power, maintain freedom and have fun. Curriculum for Excellence – outcomes: A growing community of staff and students learning together from primary to secondary- Learning Rounds/Shared. CPD/Working Group Opportunities to develop structures and practices across sectors and the curriculum. An Opportunity to develop a strong collegiate approaches to numeracy, literacy, health and well being, sustainability, problem solving and active learning- across learning. A collegiate opportunity to promote social skills alongside academic skills and multiple intelligences. An opportunity to promote Inclusion, Equality and Fairness through peer support and interaction. Resources (including CPD) Funds from DSM/CPD budget Investment in Chris Ward training days (leading learners identified) Working Group Meetings/Cover for Staff £ Internally delivered staff development/engagement sessions (dates to be agreed/ISIS/release from school) Investment in Learning Rounds/Cover for staff £ (Not until Year 2) Co-operative Learning Materials (Chris Ward) Appointment of whole school literacy across learning coordinator Funds for any additional, appropriate CPD Monitoring and evaluation of impact Co-operative Learning: • • • •
Questionnaires/focus groups including parents and students Observation/Sharing Classroom Experience by HT, NCC and Learning Rounds in Year 2 Monitoring and tracking student progress across the school Regular reviews and feedback
Curriculum for Excellence development: Audit process by Working Group Overall responsibility Headteachers, Neil Craik-Collins, Co-operative Learning Working Group Priority timescale From August 2011 to June 2013.
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Internal to school
Priority: To implement effective strategies to co-ordinate and embed co-operative learning strategies, in order to meet the needs of children, the principles of Curriculum for Excellence, whilst improving transition arrangements and developing staff across sectors. Tasks
By whom
Timescale
Presentation to Cluster Heads Planning Meeting; Agreement and commitment to a target of four practitioners per school by the end of year one.
NCC
May 2011
Co-operative Learning added to Cluster and School Development plans. Importance highlighted to staff and leading learners identified. Names passed to NCC.
HTs
June 2011
CPD/CAT/ISIS Programmes to support staff engagement: Social skills and active talk strategies integrated and agreed. Structures/activities/strategies for building teams modelled. Resources shared.
NCC
August 2011 October 2011 January 2012 May 2012
Update and Communication with SMT/HT Cluster Meeting
NCC, School Reps
Ongoing, October, January, May
Audit of Current Provision
NCC
August 2011
Co-operative Learning working group formed. Remit and strategy to deliver agreed. Group to include a student representative.
HTs, NCC, School Reps
August 2011
Identification of year 1 recruits. Buddy system set up. Volunteers requested by Leading Learners. Implementation, shared practice/resources and support. (Recruits to attend CPD/CAT/ISIS)
School Reps
August 2011
Observations and support. Monitoring and review. Evidence collected.
NCC
Ongoing
Evaluation- How far have we progressed? Next Steps.
Working Group
June 2012
Learning Rounds identified and organised, based around lessons of 16 year one practitioners. Request for new volunteers from desirable subject areas.
NCC, Year 1 participants, new recruits
August 2012
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