University of Edinburgh

Curriculum for Excellence

Presented on Friday 25 February 2011

Planning Curriculum for Excellence

Jean McBryde & Lorna Duffin, Fife Sensory Support Service

Critical for Inclusion

glitter trail

Notes: An example from one of our VI partners ... a story line in P1 where glitter was placed in a trail for them to follow from the entrance to the school to the classroom. The blind pupil was totally oblivious to this change in the environment whereas if the VI teacher had been included in the planning ...

cornflake trail

... the trail might have been of cornflakes and glitter, pebbles and glitter, something tactile and doubly magical.

money time

Notes: You can’t overspend on the time for planning ... in every meeting we've had as a staff discussing C for E we've concluded that if we’re not included in the planning for a pupil it's impossible to do our job effectively. In the current climate; important for us all to ensure this isn't lost. Time spent planning for C for E pays dividends in the class. Time to consider 'how' things are taught, who will teach it, what modifications, elaborations, differentiation needs to take place.

Our own planning is recorded after we've consulted with the class teachers or subject teachers. In Secondary school the Forward plan doc. is used for work completed in the base.


Notes: This is what it looks like - it can run to several pages or just one depending on the curricular area or areas support is required. The Experiences and Outcomes we cut and paste from the online word versions of the documents. The 'success criteria' we write as I can statements and these are often used by class teachers for our young peoples PLP.

The learning context describes how an area is going to be taught, resources used, whether or not the materials are to be differentiated. The Evaluation column is for use after the planning session to record the effectiveness, any evidence, photocopies of written work, photos, student's own input through the PLP process, and sometimes person centred evaluations, we'd put results of standardised tests in this column too. It's good to put dates on there also.


Notes: This is one filled in – we've found the 'I can' statements particularly useful – it really helps focus on what exactly needs to be taught.


This example has only one learning intention – but in the evaluation box I've put how the success will be measured – this was at the end of six weeks work. for our pre-school children often I might have five learning intentions – and the success criteria there really make me think about the observations/judgements I'm making. And in the Assessment is for learning it might be stickers on a chart - with the pre-schooler deciding whether or not to award one or not. If I'm looking at production of specific words or signs then I'll itemise ones I know we've been working on and consciously watch for them being used. Lings sounds recorded daily gives a good record of any deterioration.

To share if anyone is interested:

  • For pre-school children: FSP – Family Support Plans
  • Sharing planning and success through the home school diary
  • Transition planning – pupils using 'Comic Life'
  • Sharing strategies/planning/information with secondary subject teachers.