Welcome John Chalmers Class Teacher Grange Primary School

Welcome John Chalmers Class Teacher Grange Primary School Margaret Chalmers Depute Head Teacher Maddiston Primary School

Tackling Bureaucracy in the Primary Classroom Focus on Planning and Assessment

Tackling Bureaucracy Key Messages from Cf. E Working Group • Assessment judgements, particularly with BGE…should be based on evidence drawn mainly from day to day teaching and learning. • Tracking pupil progress and moderation is important; however there is no need to produce large folios of evidence to support this. Assessment within Cf. E is based on the exercise of professional judgement. • Avoid excess planning based on assessing, recording and reporting at the level of individual E’s and O’s. • Professional dialogue is key to improving learning. Paperwork should be kept to the minimum to support this process.

Education Scotland: Key Messages • http: //www. educationscotland. gov. uk/Images/Tackling. Bureaucracy Poster 0105415_tcm 4 -856034. pdf

Tackling Bureaucracy At times, planning approaches take up too much time because they are complicated and seek to do too much. For example, sometimes planning that seek to reflect progress through every individual E and O can lead to fragmentation of learning and insufficient depth of study. Sometimes planning has too many layers that, whilst intended to serve different purposes, are too cumbersome to be wholly useful.

Inspection Advice Note (2015 -16) Key points - • Emphasis on planning for progression, coherence and improving curriculum transitions • Curriculum should be designed to raise the attainment of all learners Theme 1 – Rationale and Design of the Curriculum • Curriculum has a clear rationale based on shared values and learners’ entitlements and develops the 4 capacities • Schools should have a clear strategy for raising attainment in literacy and numeracy • Staff and pupil self-evaluation of children’s progress in health and wellbeing • Curriculum is based on the design principles: challenge, and enjoyment, depth, progression, relevance, coherence and personalisation and choice. • Ensure coherence and progression to provide well-planned and joined up learning across the 4 contexts for learning.

Planning – Tackling bureaucracy and meeting Education Scotland/HMIe Expectations How will we do this? • Streamline and reduce planning Next Steps 1. Plan across the 4 contexts/aspects of learning (Curriculum Information Leaflets) 2. Plan with the children – Big Floor Plans

We must plan across the 4 contexts of learning “Staff continue to evaluate and further develop the curriculum to ensure all children benefit from their entitlement to a BGE. … this includes ensuring coherent and progressive learning experiences, taking account of each curricular area. Learning within an interdisciplinary context, ethos and life of the school and opportunities for personal achievements need to be well considered to ensure they provide coherence and progression in learning. ” Education Scotland, June 2015

The Curriculum: ‘the totality of all that is planned for children throughout their education’ Bt. C 3 • • Curriculum areas and subjects Interdisciplinary learning Ethos and life of the school as a community Opportunities for personal Achievement

Education Scotland Expectations: • Ensure staff are delivering a coherent experience, providing progression and well-planned, joined up learning within the four aspects of the curriculum. June 2015

Overview and Progression Pathways • A selection of curriculum areas per yr. (RME, Science & HWB) • Used the Significant Aspects of Learning (SAL’s) to identify the key skills and learning experiences • Mapped the Es and Os linked to each significant aspect of learning across each stage. E. g. in literacy , science, HWB several Es and Os linked to SAL’s. • Considered the context of the school – local landmarks, businesses, associations, partners Creating • 1. Curriculum Overview for each discrete area • 2. Progression Pathway for each discrete area

Planning Tracking Transitions 1. Clusters of Es and Os are bundled for IDL. 2. Teachers highlight the curriculum overviews to show progression through each discrete area. Literacy Science ICT Technologi es RME IDL Social Studies Maths H & W Expressive Arts

Bundling!!! Examples of IDL Plans – Bundling E’s and O’s Grange Primary School Falkirk

IDL Plan: Global Goals: Affordable and Clean Energy Curricular Area 1: Social Studies Experiences and Outcomes Curricular Area 2: Technologies Curricular Area 3: Science I can describe the major characteristic features of Scotland’s landscape and explain how these were formed. SOC 2 -07 a Experience Having analysed how lifestyle can Experiences By considering examples where energy s and impact on the environment and Earth’s and is conserved, I can identify the energy Outcomes resources, I can make suggestions Outcomes source, how it is transferred and ways about how to live in a more sustainable of reducing wasted energy. SCN 2 -04 a way. TCH 2 -02 a I can discuss the environmental impact I can investigate the use and Through exploring non-renewable of human activity and suggest ways in development of renewable and energy sources, I can describe how which we can live in a more sustainable energy to gain an they are used in Scotland today and environmentally-responsible way. awareness of their growing importance express an informed view on the SOC 2 -08 a in Scotland or beyond. TCH 2 -02 implications for their future use. SCN 2 04 b I can consider the advantages and disadvantages of a proposed land use development and discuss the impact this may have on the community. SOC 2 -08 b Having explored the ways journeys can be made, I can consider the advantages and disadvantages of different forms of transport, discussing their impact on the environment. SOC 2 -09 a Having explored my local area, I can present information on different places to live, work and relax and interesting places to visit.

Nativity / Religious Service/ Assembly R. M. E. Expressive Arts Early I am becoming aware of the importance I have experienced the energy and of celebrations, festivals and customs in excitement of presenting/ performing for Christian people’s lives. RME 0 -03 a audiences and being part of an audience for other people’s presentations/performances. EXA 0 -01 a I am becoming aware of the importance of celebrations, festivals and customs in religious people’s lives. RME 0 -06 a Health Representing my class, school and/or wider community encourages my selfworth and confidence and allows me to contribute to and participate in society. HWB 0 -12 a First I am developing an awareness of the ways in which Christians celebrate different times of year and can relate these to my own life and community. RME 1 -03 b I have experienced the energy and excitement of presenting/ performing for audiences and being part of an audience for other people’s presentations/performances. EXA 1 -01 a Representing my class, school and/or wider community encourages my self worth and confidence and allows me to contribute to and participate in society. HWB 1 -12 a I am developing an awareness of the ways in which followers of world religions celebrate different times of year and can relate these to my own life and community. RME 1 -06 b Second I can sing and play music from other styles and cultures, showing growing confidence and skill while learning about musical notation and performance directions. EXA 1 -16 a Through investigating the ways in which Christians mark major life events and times of year, I can explain key features of such festivals and celebrations. RME 2 -03 b Through investigating and reflecting upon the ways in which followers of world religions mark major life events and times of year, I can explain key features of such festivals and celebrations. RME 2 -06 b I have experienced the energy and excitement of presenting/performing for audiences and being part of an audience for other people’s presentations/performances. EXA 2 -01 a I can sing and play music from a range of styles and cultures, showing skill and using performance directions, and/or musical notation. EXA 2 -16 a Representing my class, school and/or wider community encourages my selfworth and confidence and allows me to contribute to and participate in society. HWB 2 -12 a

Curriculum Information Leaflets

Keeping Parents Informed • A Curriculum Information Leaflet is sent home at the start of each new term. Which shows the range of activities over the 4 contexts for learning: IDL 2 discrete focus areas Personal Achievement Ethos and Life of the School

IDL - Big Floor Book Planning • Step 1 - Sharing of Big Floor Plans and discussion • Teachers identify the bundle of Es and Os • Children help to create the context/theme for learning (guided by the teacher)

Content of the Big Floor Plans: • Bundle of Es and OS – • What we know? What do we want to find out? • How we would like to learn – Make, Say, Write, Do ( A list of skills is added to help in this process, see examples. ) • Evidence of pupil assessment. (Key to this is the involvement of pupils adding to the Big Floor Plan. Make it prominent/important in the classroom. Encourage ownership of the plan and their learning. )

Tracking at the Grange: Comprehension Sf. L EP Chronological Age Reading SIMD FSM Grange and Blackness Primary Schools – SLT Tracking Record of Attainment Session 2016 - 2017 Stage Primary Subject Area: Reading Name Additional Information In. CAS SWS First Level Second Third level Notes T 15 -16 level score LAC At risk of On track to Operating EAL underachieve: beyond Form 7 eving continue to minimum SALT Form 4 without monitor level: Ed Psych support requires challenge First Surname Use Date name of/Involvem Achieved ent of other services Claire Mc. Glynn Aug 2015

And remember …

Thank You for Listening! • john. chalmers@falkirk. gov. uk • margaret. chalmers@falkirk. gov. uk Thanks to Claire Mc. Glynn Head Teacher MPS