I know, I know. The experiences and outcomes have been around for ages now. Surely we’re long past getting to know them? In my experience however, this simply isn’t the case. Many of us seem to have taken something from them first time through, but now that we’re approaching the blunt end of assessment and reporting we’re beginning to wonder if we got them right.
Through our work with Myra Young, we’re being encouraged to take another look at the experiences and outcomes – this time starting with the purpose. This can often lead to a quite different approach to planning. Rather than looking at the experiences and outcomes and jumping straight to the activities we’d carry out, we think first about what the purposes of the outcomes are in terms of learning, how this could be evidenced and what the success criteria are.
On our inservice days next week at my new school, we’re lucky enough to be receiving CPD from teachers at Cramlington Learning Village with a view to planning our lessons using the accelerated learning cycle. But first I’m going to suggest that we need to ensure we understand the curriculum before jumping into detailed collaborative planning of lessons based on the learning cycle.
This can be illustrated with one of our science experiences and outcomes. Whilst in the past this might have led to us planning a series of lessons covering all the various organs of the systems we feel we need to ‘cover’, a fresh look at the purpose of the learning outlined in the curriculum brings a different emphasis and therefore quite different lessons.
We often complain the experiences and outcomes are vague and complex (which they are…but do we really want a version of the National Curriculum instead?) but if they are how can we expect to be fully familiar with them already? As difficult as it is to accept from the perspective of development work (which is going to get worse when the new NQs start arriving), the reality is that our understanding of the curriculum is going to evolve over time and I’m doing my best to try to keep my mind open to that…
Cross-posted on Fearghal Kelly’s thoughts
Excellence; the fact or state of excelling; superiority; being exceptionally good. So does Curriculum for Excellence mean we have to build an excellent curriculum, then deliver an excellent curriculum and create excellence? This is what I find most daunting about CfE. Just by its title it doesn’t feel achievable and I don’t feel worthy enough to build, deliver or create it, and I know lot’s of others who feel the same. Last term, when discussing CfE in the staffroom, it was jokingly suggested that our school motto should be *Excellence not Guaranteed. I find it sad that one word can make good teachers feel they have to put a disclaimer under their teaching. So I say ignore the title and ignore the phrases; excellence groups, sharing best practice and building your curriculum that make us feel inadequate and focus on the fantastic learning and teaching that we are all capable of.
The ten point implementation plan was supposed to enhance teachers’ confidence in CfE, but I’m not sure these statements would make me feel better; “drawing on experience of teachers from neighbouring schools who have already fully prepared for the new curriculum” translates to ‘this is how you should have prepared’ and “excellence groups” translates to ‘if you are deemed good enough we would like your input’. I agree that the best way to move forward is to get out and about and see how other’s put things into practice but the focus put on this has maybe been more of leading by example rather than networking and building together.
The focus needs to be on sharing and realising that we are in charge of our own classrooms and if our children are happy, engaged and learning, and we are experimenting with different techniques and trying to make learning relevant, deep and enjoyable then we have our own perfect mix of non guaranteed excellence!
Collegiality is going to be one of the most important ways of building each others confidence and moving CfE forward. We need to talk, share, moan and develop together in safe and nurturing places, whether physical places or virtual places, such as here or twitter. The best thing we did at school recently was go out for coffee. At 3.15 on the last Tuesday of the month we ditch the folders, schoolbags and USB drives with our lives on them and just go drink coffee, eat cake and chat. It was great to do and reminded you that the best discussions, developments and ideas come in the least stressful environments! We need to work together in the way we ask the children to, we need to put our hands up if we are stuck and praise ourselves and others for the fantastic work we do! So leave a positive comment, go out for a coffee, introduce someone to twitter, compliment someone and feel good about yourself!
*Apologies for the very happy shiny circle time feel to this post but we need some positivity sometimes!
One of the questions on the Suggested Themes page is:
How, realistically, can pupils be involved in both their learning and assessment?
This really reminded me of a practical example from Stoneyhill Primary School, where P3 demonstrated how they are actively involved in their assessment…
As a secondary teacher, I love this video. It exemplifies not only how it’s possible to involve pupils in assessment, but also that the Primary 3 pupils are gaining a lot from having this sort of opportunity. And if they can do this in P3, imagine what they could be doing in S1!