Mental Maths Programme Primary 1 to Primary 7

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Curriculum For Excellence North Berwick High
School Parent Council March 2009
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• What is education for?
• Learning to be
• Learning to learn
• Learning to live with others
• Learning to do

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• What are the purposes of Education in Scotland
• The hope for all children and every young person
  is that they should become
• Confident individuals
• Successful learners
• Responsible citizens
• Effective contributors

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• Confident Individuals
• I show
• self respect
• an understanding of my physical, mental and
  emotional wellbeing
• A clear understanding of what I value and believe
• ambition in life
• I can
• get on well with others and look after myself
• choose a healthy and active lifestyle
• understand my behaviour can affect others
• develop and explain my beliefs and my view of the
  world
• achieve success in a range of activities
• live as independently as I can
• assess risk and make safe and responsible choices

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• Successful Learners
• I show
• enthusiasm and want to learn
• keenness to do my very best
• willingness to think in new ways
• a desire to try out new ideas
• I can
• use literacy, communication and numeracy skills
• use technology for learning e.g.
  computers/laptops, whiteboards, digital camera
  and the internet
• think creatively and independently
• learn independently and as part of a group
• form opinions through my learning and qualify
  them
• use all my previous learning to help me in new
  situations

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• Responsible Citizens
• I show
• respect for others
• that I can take a responsible part in all aspects
  of a life in the school and the wider community
• I can
• understand the world around us and Scotlands
  place in it
• understand different beliefs and cultures
• make good choices and decisions
• form opinions about issues which affect our world
• decide what is fair and just when considering
  complex issues

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• Effective Contributors
• I show
• a can do approach to life
• the ability not to give up
• confidence in my own abilities
• I can
• share my ideas in different ways and situations
• work in partnership and in teams
• take the initiative and lead
• use what I already know to solve problems new
  situations
• create and develop ideas
• solve problems

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Important Principles

• Challenge and enjoyment
• Breadth
• Progression
• Depth
• Providing individual choice
• Coherent
• Relevant

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Outside school

• A lot of learning also takes place outside school
• at home and within the family
• at clubs and in community settings
• individually and with friends
• All of these experiences contribute to a childs
  learning and development.

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• What do we mean by the Curriculum
• What children and young people do in school
• Lessons
• in primary schools it includes developing the
  basic skills of reading , writing and mathematics
• in secondary schools subjects leading to
  examinations and qualifications
• Day to day life of the school community

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• The Curriculum for Excellence
• A framework for change
• Builds on existing good practice
• Not a single document allows for flexibility
• An ongoing process of review and change

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• Looking at the curriculum differently
• Ethos and life of the school as a community
• Curriculum areas and subjects
• Interdisciplinary topics and studies
• Opportunities for personal achievement

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What will this mean for schools?

• Learning will take place through planned
  experiences linking different subject areas
• Experiences focussed on achieving specific
  outcomes in terms of knowledge, skills and
  understanding

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• Experiences and outcomes set out expectations for
  learning and development in
• health and wellbeing
• languages
• mathematics
• sciences
• social studies
• expressive arts
• technologies
• religious and moral education

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What is actually happening?

• Specialist groups have developed draft
  experiences and outcomes in 8 areas for
  consultation.
• Schools and teachers reviewing existing practice
  trying out new approaches
• Implications for assessment, achievement and
  qualifications being considered.

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• Our implementation strategy for A Curriculum for
  Excellence in East Lothian is firmly based upon
  improving the quality of learning and teaching.
• We will give your child the best possible start
  by working in partnership with you to develop
  their enthusiasm and confidence as learners (e.g.
  pre-school, nursery and early years of primary
  school).
• We will work together to ensure that your child
  is literate by the end of Primary 6 (if a child
  can't read by Primary 6 their ability to access
  the rest of their curriculum is severely
  limited).
• We will ensure that your child develops
  confidence and competence in numeracy in all
  parts of their curriculum.
• We will maintain a strong focus on your child's
  health and wellbeing throughout their school
  career.
• Your child will get the chance to personalise
  their own curriculum to enable them to follow
  their own interests and passions.
• We will recognise and encourage your child's
  wider achievements - both in and out of school.

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• We will create a secondary school curriculum
  which builds upon your child's primary school
  experience.
• The first three years at secondary school will
  focus upon ensuring that your child has developed
  a set of skills for life, work and learning which
  will make them "employable".
• We will create an upper secondary school
  curriculum which will enable your child to have a
  much greater chance of maximising their success
  in formal qualifications, preparing them for
  further academic work, or leading them directly
  towards employment.
• We will ensure that your child's upper secondary
  school experience is "outward" facing to prepare
  them for joining society, their local community,
  higher/further education and the world of work.
•  

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• North Berwick High School- The present position
• An outstanding HMIe Report which identified a
  number of particular strengths
• Confident young people who actively contribute as
  good citizens to the school and the community.
• Strong curriculum with positive developments in
  Curriculum for Excellence, including planned
  learning across subjects.
• Developing and recognising young peoples
  achievement.
• The very effective support for young people with
  additional support needs.
• The strong commitment of the headteacher and
  depute headteachers to high achievement and
  improvement.
• The strong lead being provided by a number of
  staff at all levels to improving learning.

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• The Existing Good Practice identified by the HMIe
• A health promotion initiative about the sources
  of food.
• An effective system for tracking all aspects of
  young peoples achievement.
• Developing citizenship across the school.

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• HMIe statements directly related to the
  Curriculum for Excellence
• Almost all young people are motivated and eager
  learners.
• Young people are making very good progress in
  their personal and social development.
• They are developing well as confident young
  people with a strong sense of community and the
  responsibilities of citizenship.
• Young people are achieving very well and making
  good progress in their learning.
• Young people with additional support needs are
  making very good progress.
• Most young people take part in out-of-class
  activities and are achieving well, particularly
  in music and in sport.
• Young people progress well on leaving school. The
  majority continue their education with almost all
  others going on into employment.
• Young people in S1/S2 are now having more
  opportunities to link their learning across a
  range of their subjects. Some examples include
  learning about the holocaust, energy issues and
  sources of food.
• The school has also taken effective steps to look
  at how young peoples skills in literacy and
  numeracy are being developed across all areas of
  their learning.
• Young people in S5/S6 play a very active role in
  proposing and taking forward new ideas to improve
  their school community. Recent examples include
  the introduction of awards for citizenship and
  new health promotion initiatives
• They show care and concern for others.
• The school has in place good processes for
  recording young peoples wider achievements.
• Staff and students have worked well together to
  promote health and wellbeing and this is a strong
  feature within the school.

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In one sentence- A high performing school in
a very strong position to meet the challenges of
a Curriculum For Excellence