Presentation on theme: "Building the Curriculum 3"— Presentation transcript:
1 Building the Curriculum 3 A Framework for Learning and Teaching
2 What is different this time....? International evidence –what produces transformational and sustained change?Engagement/autonomy/ownership/grass-rootsThree pillars- curriculum, pedagogy, assessmentEducation recognised as key driver
3 What is different? Recognition of the profession’s importance New relationship Scottish Gov/LAsDefinition of curriculumNot assessment drivenAlan McLean’s –AGENCY, AFFILIATION, AUTONOMY
4 Cabinet Secretary“importance of reforms coming from schools and teachers”“dispersed leadership”“confident individuals as leaders”“Leaders giving greater National leadership”“HTs taking the lead and using the opportunities”“collegiate environments”“staff need the freedom to...”
5 HMIe –Graham Donaldson More space for imaginative teachingwider achievementAvoid academic/ vocational divideBasic skills for ALL (lit, num, HWB, skills for learning life and workImprove leadership at all levelsNot ‘back to the future’!Not..’someone will stop me’
6 opportunities /issues PEDAGOGYSuccessful learners adapt, transfer, make connections, are flexible, good communicators, have good IT and interpersonal skillsGreater emphasis on the process of learning as opposed to content –teaching must support the systematic development of these skillsPersonal achievement as well as collaborative successThere is no one simple pedagogy that fits every lesson, suits every student, class, schoolmphasis on the p
7 Learning and teaching“The quality of learning and teaching in every classroom...will be critical to achieving our aspirations for all young people”How do we ensure that approaches to L&T place enough emphasis on active, enterprising learning and develop higher order cognitive skills?
8 Interdisciplinary learning Not topic websShort projects/longer courses/theme eventsPotential for involving partnersCross sectoral workOpportunities for mixed stage learning
9 transitions More than a pastoral transition Capturing the ‘whole child’Teachers having sound knowledge and understanding of each others’ “worlds”-the learning environments which learners have worked in
10 Wider achievementCreating opportunities within the classroom for development of wider range of skillsOther opportunities e.g. extra –curricular /communityImportance of young person’s ownership –develop Personal Learning PlanningImportance of PROCESS
11 leadershipWhat in our present structures militates against the ‘autonomous professional’?How can we give more autonomy to our staff and empower them to be more creative and have the confidence to take considered risks?More autonomy and less ‘compliance’ –what are the implications for quality assurance?
12 Assessment Assessment for learning Assessment as learning Assessment of learningLearner developing reflective /self evaluation skills –ownership/responsibilityAssess what we value –wider range of skills
13 What’s ahead ? Building the curriculum 4 –assessment Development of skillsWork stream on structures –esp S1-S3Recognising achievementCase studies and exemplification