Improvement project 1: Learning, Teaching and Assessment Policy          

                            Active Learning, Assessment of Writing and                         

                            Mathematics

Quality Indicators for evaluations:

2.1 - Learners experiences 

Theme 1 - The extent to which learners are motivated and actively involved in their own learning and development

5.2  Teaching for Effective Learning

Theme 4 - Judgements made in the course of teaching

5.3 Meeting Learning Needs

Theme 1 – Tasks, Activities and Resources

Theme 3 – The roles of teachers and specialist staff

5.4 Assessment for Learning

Theme 2 – Planning learning experiences and activities

5.7 Partnerships with Learners and Parents

Theme 1 – Engaging parents in their children’s learning and the life of the school

Outcomes for learners:

Learners will:

• have greater continuity in all aspects of their learning through a greater understanding between teachers in all sectors/classes
• have their learning needs met through an integrated approach from all agencies
• participate in and develop through active learning
• have more confidence regarding transition

Actions and timescales;

Joint In-Service with cluster primaries to clarify what we mean by Active Learning (26 October 09)

Highland Learning Festival (27 October 09)

Feedback from Highland Learning Festival and Joint In-Service (28  October 09)

All staff implement collaborative strategies for core reading, reading for information and writer’s craft. HLPS  (November 09)   

Monitoring of Active Learning in classes linked to Project 2 (November and early December 09 and April / May 10)

LTA Policy (CAT December 09)

Staff collate examples for parents/carers of Active Learning in form of videos, photographs, text (January – February 10, including time from February Inset)

Parents’ Information Evening including evaluation (24 February 10)

Evaluate (June 10)

Resources allocated: 

6 hours collegiate time

1 day inservice – Highland Learning Festival

CPD time to gather and collate material for Parents evening

CAT  June

People responsible for actions:

HT from ASG to organize joint In-Service

Staff to actively participate in joint In-Service and Highland Learning Festival

SMT to monitor in classes

All staff and pupils to evaluate assessment approaches June 10

Staff collate examples of Active Learning

All staff to participate in Parents’ Information Evening

Review and update any policies in light of any changes

Improvement project 2:

A Curriculum for Excellence: developing core reading, reading for information, reading for enjoyment and writer’s craft.

Quality Indicators for evaluations:

2.1   Learners’ experiences

5.1   The curriculum

Theme 1 – The rationale and design of the curriculum

Theme 2 – The development of the curriculum

Theme 3 – Programmes and course

5.2   Teaching for effective learning

Theme 1 – The learning climate and teaching approaches

Theme 2 – Teacher pupil interaction including learners’ engagement

Theme 3 – Clarity and purposefulness of dialogue

Theme 4 – Judgements made in the course of teaching

5.3   Meeting learning needs

Theme 1 – Tasks,activities and resources

Outcomes for learners:

All learners will:

·        use appropriately high levels of skills in listening, talking, reading and writing by working together on reading activities across the curriculum

·        exercise more choice, responsibility and independence in literacy activities

·        receive and give more effective feedback (teacher, self- and peer-evaluation)

·        respond with confidence, understanding and enjoyment to a wide range of attractive, high quality texts

·        receive effective direct, interactive teaching, support and intervention

·        have parents and carers who know how they can help

·        develop competence in reading, talking and listening across the curriculum so they can understand and communicate effectively

·        have improved their reading attainment and achievement

Actions and Timescales over two years

Literacy Coordinator identified                                                      (2 July 09)

Audit of current practices in Reading.                                              (Sept 09)

Analyze school’s attainment patterns over the past three years, identify any trends and make predictions for Session 2009/10                         (end Sept 09)                                                                                   

Re-engage with parents and carers to highlight this improvement priority

                                                                                          (end September 2009)

Initial guidance/introduction and training from CfE Implementation Officer:                                                                                                                        Head Teacher/SMT & Literacy Coordinator                               (24 August 2009)

Literacy coordinator to facilitate increased opportunities for all pupils to read for enjoyment and to share ideas and materials with staff.        (September 09)

Dress down day including Scots Language                                      (9 October 09)

School and Authority to identify, purchase and catalogue additional resources needed to support Reading.                                                     (By October break)                                                                                                               

All staff implement collaborative strategies for core reading, reading for information and writer’s craft.                                                         (From Oct 09)

INSET training for all teaching staff, including staff re-engaging with CfE outcomes in literacy                                      (26 and 28 Oct 09    16/17 Feb 10)

Support staff training (1 half day)                                                 (2/4/9 Nov 10)

Literacy Coordinators training (2 days)          (23 November 09 12 March 10)

Literacy Coordinator to model lessons and support staff in school (From Nov 09)                                                                                                           

Literacy officers visits to observe & support staff and to deliver CAT sessions

                                                                                                      (terms 3 and 4)

Staff to provide information, workshops and support for parents about the strategies employed at school in the teaching of reading                  (term 3)                                             

Review with pupils, parents and staff                                                 (May 2010)

Head teacher and coordinator attend review day (31 May or 2 June or 3June 10)

Review and update policy and practice in light of any changes.           (By June 10)                                       

Continuation of the Literacy project in the 2010-11 improvement plan - focus on identified development needs of the school from self-evaluation processes.                       

                                                                                                               (June 10)    

Resources allocated

Head teacher/SMT & coordinators’ introductory day – September 2009

Coordinators’ training – 2 days

Support staff training (2 people @ 0.5 day)

Coordinator’s time - 20 hours for preparation time, leading collegiate time activities, evaluation processes, peer observation, learning & teaching support, etc

 12 hours collegiate time for staff

Head teacher and coordinator review day – May/June 2010

Match fund resources/cover provided by authority £800) + school £800

People responsible for actions

SMT

Monitor forward plans, timetabling and homework as per remits.

Maintain & review overview of actual and predicted attainment.

Support Literacy coordinator to fully undertake role.

Agree match funding for resources with HLP team

Literacy coordinator

Attend training

Provide identified support for members of staff, run collegiate sessions, support classroom practice, ensure project runs to agreed timescales & evaluate impact

Liaise with HLP team as required

Coordinate school’s approaches to keeping parents informed of improvement project

All teaching staff

Implement agreed approaches by set deadlines.

Arrange and undertake peer observations of lessons.

Track and predict individual pupils’ attainment.

Participate in evaluations of learning and teaching.

Provide parental workshops

Support staff

Implement agreed approaches to supporting teaching of reading.

Participate in evaluations of learning and teaching.

HLP team

Agree match funding for resources with HT/SMT

Observe practice in reading on a peer basis to identify and celebrate existing good practice and to advise on improvements.

Provide e-mail and telephone support to Literacy Coordinators.

Support school and authority self-evaluation processes.

Learners

Take responsibility for literacy learning.

Participate in evaluations of learning and teaching

Parents

Support literacy homework and reading for enjoyment.

Provide feedback on children’s enthusiasm for reading, improved homework experiences, etc. in form of library displays.

Improvement priority 3: Health and Wellbeing across learning

Quality Indicators for evaluations:

2.1 Learners’ Experiences

Theme 1 – The extent to which learners are motivated and actively involved in their own learning and development.

5.1 The Curriculum

Theme 1 – The rationale and design of the curriculum

5.5 Expectations and Promoting Achievement

Theme 2 – Learner expectations and sense of achievement

Theme 3 – Promoting and sustaining an ethos of achievement

Theme 4 – Staff – learner relationships

5.6 Equality and Fairness

Theme 2 – Promoting equality and fairness

Theme 3 – Ensuring equality and fairness

Outcomes for learners:

Learners can:

• make informed decisions in order to improve their mental, emotional, social and physical wellbeing
• experience challenge and enjoyment in all areas of the curriculum
• experience positive aspects of healthy living and activity for themselves
• apply their mental, emotional, social and physical skills to pursue a healthy lifestyle

Actions & timescales:

Audit of present practice against outcomes (January 10)

Adjustments to programme (February half day In-Service 10 and CAT March 10)

Implement in session 2010-2011

Resources allocated:  

2 CATs in January and March

½  Inservice Day    February

People responsible for actions:

SMT and All Staff

Participate in discussion of outcomes and experiences

Decide on changes to present programme

Implement programme and trial plan     2010-2011

Participate in evaluations                      2010 -2011              

Improvement priority 4 : CfE RME

Quality Indicators for evaluations:

5.1 The Curriculum

Theme 2 – The development of the curriculum

Theme 3 – Programmes and course

Outcomes for learners:

Learners will be provided with a high quality experience which has breadth, depth, balance and progression and allows them opportunities for self reflection.

Actions & timescales:

Familiarisation with RME outcomes (October In-Service)

Redraft RME programme (February In-Service)

Decide a planning format    (February In- Service

Trial implementation          (term 4)

Resources allocated:  

Collegiate Time 5 hours

People responsible for actions:

SMT and All teaching staff

Participate in discussion of outcomes and experiences

Decide on changes to present programme

Implement trial plan

Participate in evaluations