4Curriculum for Excellence values wisdomjusticecompassionintegrity
5Curriculum 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 communitycurriculum areas and subjectsinterdisciplinary learningopportunities for personal achievement
6Curriculum for Excellence design principles Jane Renton, HMIECurriculum for Excellence design principleschallenge and enjoymentbreadthprogressiondepthpersonalisation and choicecoherencerelevance
7Curriculum for Excellence: curriculum areas languages and literacymathematics and numeracyhealth and wellbeingexpressive artsreligious and moral educationsciencesocial subjectstechnologies
8Curriculum for Excellence the six entitlements children and young people are entitled to experience:a curriculum which is coherent from 3 to 18a broad general education, including the experiences and outcomes which are well planned across all the curriculum areas, from early years through to S3a senior phase of education after S3 which provides opportunity to obtain qualifications as well as to continue to develop the four capacitiesopportunities for developing skills for learning, skills for life and skills for work with a continuous focus on literacy, numeracy and health and wellbeingpersonal support to enable them to gain as much as possible from the opportunities which Curriculum for Excellence can providesupport in moving into positive and sustained destinations beyond school.
9Assessment 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; andapply what they have learned in new and unfamiliar situations.
10Local 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; andhave an authority-wide CPD plan in place to support CfE adoption.
11Senior Managersprovide 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; andexpect CfE to have a positive impact on learning and achievement.
12Teachers are familiar with: BtC3 and what it means for their teaching; the experiences and outcomes within the curriculum, including for their subject/ stage; andadvice 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.
13Curriculum for Excellence: modern languages principles and practiceexperiences and outcomes
14experiences and outcomes Listening and talkingListening for informationListening and talking with othersOrganising and using informationUsing knowledge about languageWritingReadingFinding and using informationReading to appreciate other culturesReading for interest and enjoymentUsing knowledge about language
15Es&Os “providing the specificity” not thinking we are doing it all alreadystarting point is what children and young people will learn – not a textbook or ICT packagefamily, pets and bedrooms will not do!
16by 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.
17using the Es & Os to plan your teaching programmes big 21st century themeshealthy livingLa Francophoniepopular culture and fashionWhich topics in your current S1 programmewould fit under these big headings?
18beyond modern languages literacyhealth and wellbeingnumeracyICT to enhance learningare the responsibility of all practitioners
19cross-cutting themesImportant 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.
20responsible, global citizens International education:responsible, global citizens
21international 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.
22interdisciplinary learning Effective interdisciplinary learning:can take the form of individual one-off projects or longer courses of studyis planned around clear purposesis based upon experiences and outcomes drawn from different curriculum areas or subjects within themensures progression in skills and in knowledge and understandingcan provide opportunities for mixed stage learning which is interest based.
23Interdisciplinary 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.
24Curriculum for Excellence is about: raising standardsencouraging children and young people to take satisfaction from engaging with difficult subject mattera broad, general education as an entitlement; nearly all young people achieving third/fourth level outcomes across all curricular areas