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Curriculum for Excellence: what HMIE is looking for?

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1 Curriculum for Excellence: what HMIE is looking for?
Jane Renton, HMIE Curriculum for Excellence: what HMIE is looking for? Speak to the World Jane Renton @ SCILT Aberdeen March Learn Languages

2 Curriculum for Excellence: Scotland's new curriculum
relevant, inspiring, engaging education for every child and young person in Scotland

3 building the curriculum 3 & 5

4 Curriculum for Excellence values
wisdom justice compassion integrity

5 Curriculum for Excellence contexts for learning
The curriculum is the totality of experiences which are planned for children and young people through their education, wherever they are being educated. ethos and life of school as a community curriculum areas and subjects interdisciplinary learning opportunities for personal achievement

6 Curriculum for Excellence design principles
Jane Renton, HMIE Curriculum for Excellence design principles challenge and enjoyment breadth progression depth personalisation and choice coherence relevance

7 Curriculum for Excellence: curriculum areas
languages and literacy mathematics and numeracy health and wellbeing expressive arts religious and moral education science social subjects technologies

8 Curriculum for Excellence the six entitlements
children and young people are entitled to experience: a curriculum which is coherent from 3 to 18 a broad general education, including the experiences and outcomes which are well planned across all the curriculum areas, from early years through to S3 a senior phase of education after S3 which provides opportunity to obtain qualifications as well as to continue to develop the four capacities opportunities for developing skills for learning, skills for life and skills for work with a continuous focus on literacy, numeracy and health and wellbeing personal support to enable them to gain as much as possible from the opportunities which Curriculum for Excellence can provide support in moving into positive and sustained destinations beyond school.

9 Assessment for Curriculum for Excellence September 2009
For learners to demonstrate that their progress is secure and that they have achieved a level, they will need opportunities to: have achieved a breadth of learning across the experiences and outcomes for aspect of the curriculum; respond to the level of challenge set out in the experiences and outcomes, and show they are moving forward to more challenging learning in some aspects; and apply what they have learned in new and unfamiliar situations.

10 Local Authorities have an authority-wide CfE development programme;
use CfE guidance; ensure CfE is a key priority in all improvement plans; ensure schools are using BtC3 to review the curriculum and to identify implications for their practice; and have an authority-wide CPD plan in place to support CfE adoption.

11 Senior Managers provide strong leadership for the implementation of CfE; ensure teachers know about key documents as they are issued; provide opportunities for teachers to reflect on aspects of CfE; and expect CfE to have a positive impact on learning and achievement.

12 Teachers are familiar with: BtC3 and what it means for their teaching;
the experiences and outcomes within the curriculum, including for their subject/ stage; and advice on literacy, numeracy, health and wellbeing as responsibility of all. They are able to identify examples of improvements in learners’ experiences and in standards of achievement related to implementation.

13 Curriculum for Excellence: modern languages
principles and practice experiences and outcomes

14 experiences and outcomes
Listening and talking Listening for information Listening and talking with others Organising and using information Using knowledge about language Writing Reading Finding and using information Reading to appreciate other cultures Reading for interest and enjoyment Using knowledge about language

15 Es&Os “providing the specificity”
not thinking we are doing it all already starting point is what children and young people will learn – not a textbook or ICT package family, pets and bedrooms will not do!

16 by the end of Primary 7, the majority of children will have learned the skills necessary to:
• give a short presentation about themselves • take part in simple conversations and transactions • understand classroom instructions and personal information • enjoy listening to a story, song or poem • read aloud a simple text • read and understand a short text • write a few sentences about themselves and others.

17 using the Es & Os to plan your teaching programmes
big 21st century themes healthy living La Francophonie popular culture and fashion Which topics in your current S1 programme would fit under these big headings?

18 beyond modern languages
literacy health and wellbeing numeracy ICT to enhance learning are the responsibility of all practitioners

19 cross-cutting themes Important themes such as enterprise, citizenship, sustainable development, international education and creativity need to be developed in a range of contexts. Learning relating to these themes is therefore built in to the experiences and outcomes across the curriculum areas. This approach reduces the need for other layers of planning across the curriculum.

20 responsible, global citizens
International education: responsible, global citizens

21 international education
At its best, a curriculum which includes planned opportunities for learning in an international context can enable children and young people to become more outward looking and confident about themselves and their nation, be more skilled and competent users of world languages, develop an evolving, informed world view and an understanding of Scotland’s place in it, learn about and understand other cultures and religions at first hand, and participate as active, responsible global citizens.

22 interdisciplinary learning
Effective interdisciplinary learning: can take the form of individual one-off projects or longer courses of study is planned around clear purposes is based upon experiences and outcomes drawn from different curriculum areas or subjects within them ensures progression in skills and in knowledge and understanding can provide opportunities for mixed stage learning which is interest based.

23 Interdisciplinary learning & global citizenship at Lenzie Academy
A two-week interdisciplinary unit of work on the theme of fair trade was delivered to all S2 pupils by three departments: modern languages, modern studies and home economics. In French, pupils looked at the background to fair trade, concentrating on ‘les pays francophones’ and compared the daily routine of a Cameroon pupil to that of a pupil in Scotland. The unit led to reading, writing and speaking outcomes for Pupils had the opportunity to use French at a high level and on a ‘grown up’ theme which included issues relating to global citizenship. They read challenging texts in a variety of styles, then completed a writing task consisting of either a letter on personal routine, or a leaflet on fair trade for Level F. The speaking task was a presentation linked to the writing. Pupils also had to produce a poster or advert for a fair trade product of their choosing. The project had clearly captured the imagination and enthusiasm of the pupils.

24 Curriculum for Excellence is about:
raising standards encouraging children and young people to take satisfaction from engaging with difficult subject matter a broad, general education as an entitlement; nearly all young people achieving third/fourth level outcomes across all curricular areas

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