The Curriculum in Primary Schools

Transcription

1 The Curriculum in Primary Schools Seminar on findings from Curriculum Implementation Evaluation, DES Inspectorate Primary Curriculum Review, Phase 1, NCCA May 11 th 2005

2 Planning the curriculum whole school and classroom Carmel O Doherty Senior Inspector

3 Planning - Key elements of planning A sense of purpose and commitment - optimal learning experiences Understanding of the nature and goals of the curriculum Distinctive nature and character of the school Strengths and capacities of the school The development of a framework for action

4 A collaborative approach to planning Whole school Curricular Teachers Principal Organisational Wider school community Parents Pupils Board of Management In-school Management Classroom Short-term Long-term Progress records Planning to support individual pupils needs

5 Characteristics of effective whole-school plans Encompass the principles of the curriculum Reflect unique context of the school learning strengths and needs Make optimal use of the expertise of staff Include action plans ongoing review, monitoring and target setting Outline an agreed approach to classroom planning Strategies to facilitate involvement of parents Broad statements of content progression, continuity, balance and breadth Delineate teaching methodologies group work, whole-class teaching and work with individual pupils, resources and textbooks Guidance on differentiation Outlines approaches to formative and summative assessment.

6 Whole-school planning Effectiveness of whole-school planning 80% 60% 40% 20% 0% 72% 37% 48% English Visual arts Mathematics Effective school plans - a collaborative and consultative process Subject co-ordinators played an important role in whole-school planning Planning and review days - PCSP and SDP accelerated development of plans A few schools - whole school planning was ongoing and systematic

7 Classroom planning Mathematics Planning was good in most classrooms (60%) Strands balanced Specific objectives from curriculum Reference to resources and textbooks Good collaborative planning between SEN team and CT Visual Arts Good long-term planning in 75% of classes Planning related to Whole School Plan Broad and balanced provision for Strands and Strand Units Short-term good in less than half of contexts Scope for development Over-reliance on lists and topics Looking and responding Limited work in 3D Template art Assessment

8 Strands and strand units curriculum structure Visual Arts Structure of the curriculum positive response from teachers Visual arts the strands and strand units - achieve success Positive response to the breadth of the curriculum Because of the different strands the variety of work that is being done is great Mathematics Structure facilitates planning Response positive to the strands and strand units - data Good practice linkage, integration and cross-curricular approach You look at those strands and you can plan very easily throughout the year

9 English curriculum - structure Planning for English strands present challenges Teachers used the strand units rather the strands We hope we re going to be achieving the strands by doing the strand units Most teachers did not use the curriculum when planning learning experiences planning based on textbooks Both reports recommend that the organisational framework (strands and strand units) should be revised

10 Discussion How can whole-school planning support better quality teaching and learning in the classroom?

11 Methodologies Primary School Curriculum A significant portion of the teacher guidelines is devoted to a detailed exploration of approaches and methodologies in teaching and learning detailed exemplars and sample lessons that demonstrate these are included. Sarah FitzPatrick Deputy Chief Executive Introduction, p. 67.

12 Methodologies Collaborative learning Active learning General findings Positive findings / areas identified for ongoing improvement: Authentic learning (using environment) Information Communication Technology (ICT) Higher-order thinking

13 Methodologies Collaborative Learning Dependence on o whole class instruction o individual instruction Limited time for o pairwork o groupwork o talk and discussion I like working with other people better than working on my own because if you put two minds together you get more clever stuff and things like that.

14 Methodologies When she also puts us into groups in Art, she doesn't want to use all the paint, she puts five at one table, five at the other table and one table might get the colour orange, the colour green and the colour blue. That is what we did for the sponge painting. We got rollers and rolled the paint on the object and then put it on the page, but we all had to use the same colour at the table. You couldn't change your colour.. cause that was your table and you had to stick with it!

15 Methodologies Hands-on activities Physical activities Play and games Active Learning Authentic Learning Range of materials and resources Real-world projects

16 Methodologies Interviewer: Respondent: Interviewer: Respondent: Interviewer: Respondent: What do you use to weigh them? Weighing Scales. We weigh two things and we learn how much it is in cubes. We have to put them on to things that go across. Oh you have a balance is it? Yes, say if there was a crayon, but there was a pencil case in, then one goes up and the other goes down. The one that goes down is the heaviest. How do you know, if you are measuring with cubes, how do if you have enough cubes? It would be equal, silly!

17 Methodologies Information Communication Technology (ICT) Opportunities for learning with ICT 80% 70% 60% 50% 40% 30% 20% 10% 0% English Visual arts Mathematics

18 Methodologies Higher-Order-Thinking Enabling children to: Develop oral language Express ideas, take risks Understand problems Use authentic resources Actively participate in learning When doing written problems, it is hard to know if the child s difficulty in doing the problems is caused by lack of understanding in maths or an ability to comprehend the written problem, or both.

19 Methodologies Mathematics Opportunities for developing mathematical skills Understanding Communicating and expressing Reasoning Applying and problem solving Implementing Integrating and connecting

20 Discussion What strategies should be adopted to ensure that teachers extend their use of methodologies for learning?

21 Parents Carmel O Doherty Department of Education and Science

22 Planning Parents Significant educational, social and behavioural benefits accrue to the child as a result of effective partnership between parents and teachers. Close co-operation between the home and the school is essential, therefore, if children are to receive the maximum benefit from the curriculum. (Primary School Curriculum Introduction, p.21)

23 Planning Parental involvement in school Parental involvement Parents in 6 schools interviewed Level of involvement in school varied Parents in schools designated as disadvantaged more involved Spend time in the classroom Other schools sporadic, one-off, annual events Nature of involvement Supporting language development Supporting reading Experiences in the classroom enabled parents to support their children Diminishing parental involvement as children get older

24 Planning Parents response from teachers Parents supporting the Mathematics curriculum Giving homework teacher/parent communications mathematical tables contextualising maths (helping children see the relevance of maths in everyday life) assessment information

25 Planning Parents an external perspective Findings were varied in relation to parental involvement English most parents were involved in supporting their children Shared reading schemes Good home-school communication systems Mathematics limited involvement (5%) Good practice involved in the planning process Visual Arts occasional involvement in policy development Organising resources Fieldtrips

26 Planning Parents identification of supports Parents requested an overview of the curriculum for each class methodologies and approaches in Mathematics assessment information about their children s learning -standardised tests, more frequent reporting access to information on learning difficulties and how to overcome/cope with these difficulties guidance on homework and how much time should be allocated to homework.

27 Planning Parents - suggestions using printed materials and meetings as formats for sharing more information with parents about their children s learning the use of multimedia for this purpose should be explored parent-teacher meetings - formal and informal ICT might be considered as a more convenient way for teachers and parents to communicate on a more regular basis important role of parents sharing information with each other as a means of disseminating information to a wider audience in the school.

28 Discussion How can we provide the supports that parents identified? overview of the curriculum methodologies and approaches assessment information information on learning difficulties guidance on homework

29 Differentiation Differentiation varies content, activities, methodology and resources when taking into account the range of interests, needs and experience by level and pace, interest, access and response, structure, sequence, and teaching style learning experiences are appropriate for all students applies to all effective teaching Cathal de Paor Education Officer

30 Differentiation Principles of the PSC the uniqueness of the child the child s full potential child as an active agent existing knowledge and experience guided activity and discovery language, aesthetic dimension social and emotional dimensions

31 Differentiation Awareness among teachers Differentiation by Questioning Content Learning styles Structure Group work Reported differentiation I have to say probably no. But I would qualify it by Basically my differentiation would be by outcome

32 Differentiation Some indicators Topic work Guided discovery Active learning Play Organisational setting

33 Differentiation Provision for differentiation Planning Whole school, classroom, collaborative Assessment Dominance of textbooks

34 Differentiation Individual difference Emphasis on oral language Reading culture Process approach to writing Breadth in Visual arts Active learning in mathematics

35 Differentiation Needs Practical guidelines Multigrade class teaching Individual difference in ability, learning style Cultural diversity

36 Discussion In practical terms, how can differentiated learning be promoted in classrooms?

37 Literacy and Numeracy A key concern of the curriculum is the importance of literacy and numeracy. Éamonn Murtagh Assistant Chief Inspector

38 Sources of evidence Questionnaire Structured interview Self report Observation Judgement Achievement test results

39 English Strands or strand units? Reading was regarded as effective in ¾ of the class settings evaluated Phonemic awareness Semantic and syntactic cues Variety of texts Strategies developed effectively

40 English Impact on children s learning Oral language 40.7 Improved literacy (reading and writing) 34.1 Breadth of experience in English 26.8 Independence in learning 9.1 Spelling, phonics and grammar 8.0

41 English Inspectorate Reading and the oral language strand units effective implementation Pupils used a variety of texts - personal reading In most classrooms parents were involved in shared reading Grammar, spelling and punctuation were taught effectively - majority of classrooms There was poor implementation of the writing strand unit in more than half the classrooms Higher-order thinking skills reading, writing and oral activities Oral language lessons based on content objectives Three-fifths of teachers differentiated their teaching

42 English: Challenges Writing More than 50 per cent found to be experiencing difficulties Insufficient emphasis on process Dependence on workbook activities Pupils not having a choice in selection of topics Limited use of ICT Lack of variety; Little emphasis on HOTS Differentiation: higher & lower achievers Integration

43 Pupil achievement Disadvantaged schools Literacy The report highlights serious levels of low achievement among pupils Very few pupils in the top category of achievement

44 Mathematics successes Successes of Mathematics Curriculum 80% 60% 58% 40% 20% 22% 19% 11% 0% Practical work Children's enjoyment Specific content Oral work A material-based approach or practical work - main success Better understanding Games Computer software Children experience greater satisfaction positive attitudes Content estimation skills, use of calculators, algebra, early mathematical activities

45 Teachers Successes with Maths Curriculum Practical work 58.3 Children s enjoyment of maths 21.7 Specific content 18.5 Oral work 10.9 Children s awareness of relevance of maths in everyday life 10.3

46 Mathematics In 61% of classrooms the quality of curriculum provision was good In half the classrooms a mathematics rich environment Most pupils were interested in and challenged by the activities New strands of Data and Shape and space enthusiastic response, but In only a third of classrooms problem-solving skills, guided discovery methods and use of concrete materials Pupils used concrete materials, teaching was purposeful and a range of skills was developed Assessment policy and practice is an area where significant development is required

47 Maths: Challenges Differentiation Development of estimation strategies Additional emphasis on data collection, representation and interpretation Real life problem solving Talk and discussion, use of concrete materials Integration

48 Pupil achievement Mathematics Almost two-thirds in lowest achievement band in Mathematics

49 What children like Choice Non-directed learning Collaborative learning Project work Learning using ICT Activity

50 Discussion What actions would help to address the outstanding issues in curriculum implementation in English and mathematics?

51 Assessment Primary School Curriculum A shared understanding of the importance of assessment in teaching and learning, an awareness of available assessment tools and the use of appropriate assessment procedures and practices are essential in providing children with an effective learning experience. Sarah FitzPatrick Deputy Chief Executive Introduction, p. 19.

52 Assessment Whole School Plan Areas identified for improvement: Preparing a school policy on assessment Extending the range of assessment methods and tools used Developing school procedures for recording and reporting student progress

53 Assessment Classroom assessment: Evaluation Good practice included: Using a range of assessment methods and tools Developing teacher-designed tests Maintaining records of students progress Using assessment information to inform teaching, learning and planning Making assessment an integral part of teaching and learning

54 Assessment Classroom assessment: Teacher use At least a few times per week 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% E VA M Teacher observation Teacher designed tests and tasks Work samples, portfolios, projects

55 Assessment Classroom assessment: Challenges Main challenge in assessing children s learning 40% 35% 30% 25% 20% 15% 10% 5% 0% E VA M Time Appropriateness of assessment (tools) Catering for range of abilities

56 Assessment Teachers assessment needs Assessment information Curriculum-aligned tests and tasks Samples of children s work

57 Assessment Assessment issues Developing a school policy on assessment Extending the range of assessments used Recording and reporting assessment information Using the results of assessment

58 Discussion Assessment - Discussion How will we know when assessment becomes an integral part of teaching and learning?