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Lochardil Primary School’s High Level Curriculum Map OVER-ARCHING AIMS Celebrating Achievement & Whole School Assemblies

Self Evaluation Personal Learning Planning Reflection

Health & Wellbeing Interdisciplinary Learning Experiences

Mathematics Appendix 1

Subject Specific Learning Experiences


Development of the Life & Ethos of the School Opportunities for Personalised Learning


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This high level curriculum map is designed as a school building to represent all the parts to learning that together form a person’s education. It is not a timetable & has purposely been designed to ensure flexibility and to encourage responsive learning and teaching. Individual class teachers & pupils are encouraged to design their working time to maximise their learning, recognising all the above components which make up the totality of our curriculum. The illustration aims to represent the fact that Maths & languages are the foundation to all learning, health & wellbeing sitting above all we do and interdisciplinary learning is the core (middle) of everything we are trying to do. The other aspects of the curriculum surround/ support everything we do. Subject Specific Learning is embodied within Interdisciplinary Learning to try and represent the fact that as a whole they represent the curriculum, but both may be separate at any given time. This will be the most fluid part of the curriculum map.

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OUR EXTENDED BUILDING BLOCKS What we currently do in Lochardil Primary School This is discussed with all staff as we continue to develop our curriculum for all Lochardil Learning Community.



Health & Wellbeing

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The learning and teaching of the progression of core numeracy skills. Wherever appropriate these skills will be contextualised in interdisciplinary learning. However at times the necessary progression of skills may need to be taught as stand alone subjects – this prevents contexts becoming too contrived Skills are applied to problem solving situations Skills are related to everyday activities and applications in the wider world Mathematics can be taken out of the classroom e.g money for shopping Opportunities for learning through play and maths games Variety of daily interactive mental maths activities The learning and teaching of the progression of core literacy skills e.g. Reading, writing, listening and talking Wherever appropriate these skills will be contextualised in interdisciplinary learning. However at times the necessary progression of skills may need to be taught as stand alone subjects. This would also include the development of Modern Languages throughout the school with a focus in P6 & P7. Highland Literacy Project core reading Reading for Information, and Writers Craft contextualised Reading for enjoyment Scots language Communication and Life skills e.g. presentations Continuous support of pupils with English as an additional Language (EAL)

Learning and Health & Wellbeing ensures that children and young people develop the knowledge and understanding, skills, capabilities and attributes which they need for mental, emotional, social and physical wellbeing now and in the further. This includes specific areas of Health & Wellbeing such as Sex Education, Drug & Alcohol Awareness and Stranger Danger, and may be part of a health & wellbeing based context for learning. These may be developed at either class or whole school level. We aim for 2 hours of PE for all pupils per week- PE specialist, studio time, class moves and outdoor activities. School sports and after school activities e.g. interschool sports , cross country, swimming. PSE and circle time

Subject Specific Learning Experiences Citizenship Development of the Life & Ethos of the School

Self Evaluation / Personalised Learning Planning / Reflection Celebrating Achievement & Weekly Whole School Assemblies Opportunities for Personalised Learning & Achievement

Pupil of the Month, House Points and achievement book Opportunities for outside agency involvement e.g. Dental Team, Boys Brigade, Nurse, Safe Strong & Free Encourage Walk to School Initiative and Healthy Eating – JRSO and Rising Stars Group Making more use of our outside environment and developing our school grounds – ECO Group Use of outdoor space encouraged. and grounds being developed Encourage use of Friendship Post and Buddy System; Range of playground games and equipment – Pupil Council Group Whole school fundraising activities such as fun run & other sponsored events This would include any curriculum subject area that is not being covered at any given time in a context for learning. In developing respect for self, others and the wider world we encourage all members of Lochardil Learning Community to be responsible citizens. We give opportunities for opinions to be shared and valued to help make informed choices. All have the responsibility to contribute effectively to the life and ethos of the school – including After school clubs. JRSO, ECO, Pupil Council, Parent Forum and Rising Stars Groups Weekly assemblies including monthly celebrating achievement assemblies and Pupil of the Month Parent Council organise social and fundraising events Ensure provision of opportunities is available for all pupils, staff and parents/carers Opinions of parents/carers sought at various events Community links – music related, care homes, Drummond School Working collaboratively – pupils and staff and parents/carers School/class rules and routines We are working towards meaningful Personalised Learning Planning. Pupils are taking greater responsibility for the planning & evaluation of their own learning. Time is required to teach the necessary skills for pupils to develop their ability to undertake this independently. Mind mapping and review e.g. term targets, teaching and learning linking to success criteria, modelling good practice and evaluation TASC wheel approach e.g. a good structure for planning and evaluation Developing the Assessment process e.g. AifL & NAR At present we have. weekly whole school assemblies where we celebrate the Pupil of the Month from each class, personal success within and out with the school e.g. Head Teacher’s awards, House points system We value the many varied learning experiences that happen beyond school. This allows time for pupils to develop their knowledge, understanding, skills & attitudes towards an area of study or interest of their own choice. End of Session citizenship cup and certificates Opportunities for pupil choice topic related Extra curricular clubs Awareness of clubs available in area through issue of information News letters have information from each class and school community groups Child led assemblies Class/team achievements celebrated e.g. star writers, maths magician, pupil of week Linking subjects together to de-clutter the curriculum enables pupils to contextualise their subject specific learning helping to develop skills

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Interdisciplinary Learning Experiences

and attitudes. Contexts should be relevant to pupil’s interests and experiences and be flexible. Challenge, enjoyment and support should be integral to planning which should link to the 7 principles of curriculum design. e.g. developing rich tasks, early years play.

The 7 Principles of curriculum design underpin all we work towards in our Lochardil Learning Community Principle of Curriculum Design: Challenge and Enjoyment Learners should find their learning challenging, engaging and motivating. The curriculum should encourage high aspirations and ambitions for all. At all stages, learners of all aptitudes and abilities should experience an appropriate level of challenge, to enable each individual to achieve his or her potential. They should be active in their learning and have opportunities to develop and demonstrate their creativity. There should be support to enable learners to sustain their effort. What is our curent position? Key Questions : We plan to set learners challenging goals? We plan to make learners think hard about their learning We plan to ensure that learning is active to motivate all Learners?

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Evidence of Good Practice High expectations and attainment Supportive parents/carers Good HMIE report Celebration of achievement Learning is active Value independent work Involve learners in planning Parent comments- children are happy in school, little concern re curriculum and parents confident with teaching Learners use and understand Success Criteria

Areas we have identified to develop Challenging children - use of open ended tasks & questioning Transferring learning to new contexts Develop self/peer assessment with pupils deciding next steps - challenging tasks – leading to Personal Learning Planning Carry out own research Encourage enterprising approaches and creativitiy including the use of technology Co-operative learning to be developed

Principle of Curriculum Design: Breadth All learners should have opportunities for a broad, suitably weighted range of experiences. The curriculum should be organised so that they will learn and develop through a variety of contexts within both the classroom and other aspects of school life What is our curent position? Key Questions: We plan to use a variety of contexts through which to develop and demonstrate learning? We plan to give all pupils the opportunity to be involved in all aspects of school life?

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Evidence of Good Practice Achievement assemblies Citizenship cup Fund raising linked to school Whole school focus on eco and health – showcase Using Culduthel Chrisitian Centre Outdoors promoted – tent,play equipment, PE,Council ranger Links with Drummond School Trips outwith School presentations and productions Class presentations at assembly Defined roles in Pupil Counci, Eco Group and JRSO & Rising Stars Selection of after school clubs

Areas we have identified to develop Citizenship groups to encourage involvement ofour school community Outdoor activities could be extended Utilise website effectivley Efective use of school space Community discussion as to choice of school clubs supporting learing outwith school Develop ‘Golden Time/Leisure choice/Interest groups’ for all in school time

Principle of Curriculum Design: Progression Learners and young people should experience continuous progression in their learning from 3 to 18 within a single curriculum framework. Each stage should build upon earlier knowledge and achievements. Learners should be able to progress at a rate which meets their needs and aptitudes, and keep options open so that routes are not closed off too early. What is our curent position? Key Questions: We plan our curriculum to ensure that all learners have the opportunity to achieve appropriate success? We plan to ensure that all learners have the opportunity to share and celebrate their avhievements? We share expectations and standards with learners? We review and evaluate learner’s progress? We provide timely,accurate verbal and written feedback on their learning?

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Evidence of Good Practice Success Criteria shared Feedback across most areas Differentiation – Groupings, different expectations, Success Criteria / tasks Questioning, mind mapping, Tasc wheel, pupil choice After school clubs, choir, cycling proficiency Inset arrangements with Holm Primary Feedback during class working time HLP/Story writing/Feedback based on success criteria Assemblies, Pupil of the Month, Postcards home, Achievement book, Photos Tracking achievement through Assessment Spreadsheet Storywriting – modelling and moderation November reports Providing feedback, focusing on success critieria and using peer/self assessment to evaluate learning to an extent

Areas we have identified to develop Feedback (quality) to be more consistent Goals for individual pupils in planning Better communication needed between CCR staff and class teachers – time planning needed and sharing of learning outcomes and success criteria Managing Parental involvement in planning Peer visits/school Insets, staff meetings within school and with other schools Personal Learning Plans Encourage more leadership staff and pupils More newspaper articles to highlight achievements Website Spreadsheet - audit and development re CFE Peer/self assessment Lessons evaluated – invloving children and developing their skills in asking the right question Moderation Gather more evidence involving pupils

Principle of Curriculum Design: Depth There should be opportunities for learners to develop their full capacity for different types of thinking and learning. As they progress, they should develop and apply increasing intellectual rigour, drawing different strands of learning together, and exploring and achieving more advanced levels of understanding. What is our curent position? We plan our curriculum to give learners the opportunity to develop and apply greater intellectual rigour? We plan to give learners the opportunity to develop secure understanding?

Evidence of Good Practice ICT skills- internet research, more flexible/open ended homework in some classes Personal projects in some classes Independent topic work HLP Reading for Information and Writers Craft Problem Solving and Technology Using TASC wheel Class talks Self Evaluation HLP core reading Cross curricular links Pupil Choice

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Areas we have identified to develop Computers in the class Website - Blogs e-mails School library Flexible/open ended homework (within reason) Bank of Reading for Info and Writers Craft texts Developing More Design and Technology activities to encourage different types of thinking Explore where learning goes next – pupil choice Look at developing more open ended tasks Inter school links – Pupil Council

Principle of Curriculum Design: Personalisation and Choice The curriculum should respond to individual needs and support particular aptitudes and talents. It should give each child increasing opportunities for exercising responsible personal choice as they move through their school career. Once they have achieved suitable levels of attainment across a wide range of areas of learning the choice should become as open as possible. There should be safeguards to ensure that choices are soundly based and lead to successful outcomes. What is our curent position? We plan our curriculum to take account of their prior learning? We plan to ensure that all learners have ownership of the learning? Our planning takes account of different learning styles?

Evidence of Good Practice Tasc Wheel Pre topic knowledge Mindmaps Cross Curricular planning Weekly planning - children’s interests Term targets for some classes Self and peer assessment Trio work Differentiated groups in class allows challenge and flexibility in planning cross-curricular areas Variety of activities and more active learning activities Peer and self assessment Working with others who support learning

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Areas we have identified to develop Identify evidence/records to be kept of previous learning (staff to staff - Nursery-7) Further development of new assessment records to include personal information Folio for each pupil with agreed contents

Principle of Curriculum Design: Coherence Taken as a whole, learners's learning activities should combine to form a coherent experience. There should be clear links between the different aspects of learners's learning, including opportunities for extended activities which draw different strands of learning together. What is our curent position? Evidence of Good Practice Areas we have identified to develop Key Questions: Revised planning process Tasc wheel We plan our curriculum to help learners see the links Mind maps between different aspects of learning Pupil involvement Pupil choice as individuals encouraged and ? Pupil key questions supported We provide opportunities for learners to transfer and apply learning in different contexts? Interdisciplinary learning in revised planning Enterprise- Blythswood, Highland Food Bank Class bring and buy activities Pupil Council, JRSO and ECO Supporting pupils real life learning experiences Identify more ways to use the community in – shopping in the local shop, school visits &P7 enterprise activities adventure week Opportunities for Rich tasks in planning Community involvement – visitors to the school

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Principle of Curriculum Design: Relevance Learners should understand the purposes of their activities. They should see the value of what they are learning and its relevance to their lives, present and future What is our curent position? Evidence of Good Practice Areas we have identified to develop Pupil choice reflected in pre-topic discussion Review topic grid and consider pupil choice We plan our curriculum to ensure learners understand gives pupil ownership of learning opportunities Improve key questions for learning (included in the purpose of the activity? Use of tasc wheel builds upon previous new planning format) knowledge also pupils ask questions and Identify and incorporate more interdisciplinary We make links with learners’ experiences, learning and suggest ways to find solutions links interests within and beyond the school? Literacy and numeracy – links sought through topics Selection of activities and challenges available for all pupils e.g. drama, skipping challenge, Individual e-mail addresses for links with other mountain climb schools Good use of websites to support learning e.g Further develop the use of techonlogy. Newsround, links to authors Further develop Community links/including use Visitors to school and visits outwith school have of the outdoor enviroment increased linked to topic work and also sharing of skills Charity links e.g Blythswood Care, Marie Curie, Children in Need, British Heart Foundation

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Lochardil Curriculum Plan 2010  

Lochardil Primary School Curriculum Plan 2010

Lochardil Curriculum Plan 2010  

Lochardil Primary School Curriculum Plan 2010