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Modern Languages Events Barbara Thomson Engagement Team A Curriculum for Excellence Learning and Teaching Scotland
“ The curriculum must enable young people to build up a strong foundation of knowledge and understanding and promote a commitment to considered judgement and ethical action.” A Curriculum for Excellence 2004
...solve problems...plan and organise...work with others...think critically & creatively...use initiative...lead...to learn...take risks The ability to The Scottish Government, Edinburgh 2007 Skills for Scotland – A Lifelong Skills Strategy
Key developments 2007-08 Publication of Skills Strategy: Skills for Scotland Phased publication of draft Learning outcomes and experiences Curriculum architecture Consultation on SCQF levels 4 & 5 Recognition of achievement Roll-out of GLOW
Definition of the Curriculum The ethos and life of the school Curriculum areas and subjects Interdisciplinary projects and studies Opportunities for personal achievement
Curriculum Architecture development of the 4 capacities with clear aspirations for each child provision of literacy, numeracy and health and wellbeing planning of outcomes and experiences across the curriculum planning for progression, especially at transition stages building upon learning at home and beyond school arrangements for assessment
Curriculum Architecture pupil voice Work-related learning deployment of staff use of resources within and beyond the school
Learning outcomes Decisions on how learning outcomes and experiences will be organised possibilities for grouping outcomes within and across curriculum areas contribution of interdisciplinary learning to outcomes and experiences how the seven principles of curriculum design will apply to programmes of learning for groups and for individuals pedagogy and contexts for learning nature of presentations and assessment evidence tracking and monitoring of progress
Interdisciplinary learning Connected, meaningful learning Personalisation and choice Transfer of learning to new situations Skills for life and work Relevance to life beyond school
Interdisciplinary learning -Some planning considerations be well planned with a clear purpose in mind – collaborative planning by staff and pupils add value by building upon learning within curriculum areas provide coherent, authentic experiences have clear educational gains, arising from the learning outcomes demonstrate the principles of curriculum design: challenge and enjoyment; breadth; progression; depth; personalisation and choice; coherence; relevance contribute to the development of the qualities and attributes within the 4 capacities
“We need a curriculum which will enable young people to understand the world they are living in, reach the highest levels possible of achievement, and equip them for work and learning throughout their lives.” A Curriculum for Excellence 2007
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