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Curriculum for Excellence: an introduction. Colin Webster

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Presentation on theme: "Curriculum for Excellence: an introduction. Colin Webster"— Presentation transcript:

1 Curriculum for Excellence: an introduction

2 Colin Webster

3 Girls on the Move Keep it Real Bored Meetings Involvement Training Youth Achievement Awards Dynamic Youth Awards Cashback for Communities...


5 Intended Outcomes (1 of 3) Develop your understanding of Curriculum for Excellence and how your work relates to it

6 Intended Outcomes (2 of 3) To understand the CfE experiences and outcomes and to be able to describe your own work in terms of them

7 Intended Outcomes (3 of 3) To discover how non- formal learning awards can demonstrate achievement of experiences and outcomes

8 The four capacities Key terms Education Scotland Building the Curriculum 3-18 National 4 Senior Phase MCMC

9 The four capacities Key terms

10 Education Scotland Key terms

11 Building the Curriculum Key terms

12 3-18 Key terms

13 National 4 Key terms

14 Senior Phase Key terms

15 MCMC Key terms

16 Six Entitlements 1. A coherent curriculum from 3 to 18 2. A broad general education 3. A senior phase where he or she can obtain qualifications 4...

17 4. Develop skills for learning, skills for life and skills for work 5. Personal support to enable them to gain as much as possible from the opportunities which CfE can provide 6. Support in moving into a positive and sustained destination Six Entitlements

18 4 Four Contexts for Learning 1 Ethos and life of school as a community 2 Curriculum areas and subjects 3 Interdisciplinary Learning 4 Opportunities for personal achievement

19 Principles of Curriculum Design Challenge and enjoyment Breadth Progression Depth Personalisation and choice Coherence Relevance

20 Recognising different ways to learn Using technologies in learning Active learning Cooperative learning Interdisciplinary learning Outdoor learning Personalisation and choice Skills

21 The Senior Phase

22 Why CfE? Too many young people in MCMC category CfE better reflects the need for workers in the 'knowledge economy' CfE better reflects what Educationalists have been preaching Recognition that education doesn't end at the school gate

23 Ken Robinson

24 Activity: the four capacities The four capacities of CfE are further defined by the attributes each young person is expected to achieve. Sort the cards you have been given into the relevant capacity. Are you working towards developing these attributes in your work?

25 Successful Learners * use literacy, communication and numeracy skills * use technology for learning * think creatively and independently * learn independently and as part of a group * make reasoned evaluations * link and apply different kinds of learning in new situations Able to:

26 Confident Individuals * relate to others and manage themselves * pursue a healthy and active lifestyle * be self-aware * develop and communicate their own beliefs and view of the world * live as independently as they can * assess risk and take informed decisions * achieve success in different areas of activity Able to:

27 Responsible Citizens * develop knowledge and understanding of the world and Scotland's place in it * understand different beliefs and cultures * make informed choices and decisions * evaluate environmental, scientific and technological issues * develop informed, ethical views of complex issues Able to:

28 Effective Contributors * communicate in different ways and in different settings * work in partnership and in teams * take the initiative and lead * apply critical thinking in new contexts * create and develop * solve problems Able to:

29 The Nature and Purpose of Youth Work Build self-esteem and self-confidence. Develop the ability to manage personal and social relationships. Create learning and develop new skills. Encourage positive group atmospheres. Build the capacity of young people to consider risk, make reasoned decisions and take control. Develop a ‘world view’ which widens horizons and invites social commitment.

30 the spirit of CfE Learning Community inspections New school qualifications 16+ Learning Choices

31 Learning community inspections HMIs from Education Scotland carry out the Learning Community inspections. They: interview staff from community and voluntary groups attend workshops speak with participants evaluate the effectiveness of the learning produce a report to support improvement

32 New school qualifications Changes to the qualification structure in schools, as of 2013/14: New qualifications, called National 4 and National 5, will replace Standard Grades and Intermediates The new qualifications are presently under development by SQA Learners will sit the new qualifications when they are deemed ready to do so Revision of existing qualifications at Access, Higher and Advanced Higher to ensure they are consistent with CfE developments

33 16+ Learning Choices 16+ Learning Choices is a guaranteed offer of a place in post-16 learning for every eligible young person who wants it. 16+ LC is for all partners – across a broad range of settings – who are involved in planning for and delivering the Senior Phase of CfE, including those involved in young people’s post-16 transitions to further learning, training and employment.

34 Experiences and outcomes The experiences and outcomes document is organised into levels and curriculum areas.

35 Es and Os: Levels Level 0 : Pre-school Level 1 : End of P4 Level 2 : End of P7 Level 3 : S1 to S3 Level 4 : S1 to S3 (roughly speaking)

36 Es and Os: Curriculum areas Expressive arts Health and wellbeing Languages Mathematics Religious and moral education Sciences Social Studies Technology

37 Es and Os: looking at one theme




41 As I explore the rights to which I and others are entitled, I am able to exercise these rights appropriately and accept the responsibilities that go with them. I show respect for the rights of others. HWB 0-09a/HWB 1-09a/HWB 2-09a/HWB 3-09a/ HWB 4-09a

42 “Partner organisations will need to share an understanding of the experiences and outcomes to which they are contributing.” - Building the Curriculum 3

43 Pupil profiles Tracking progress and achievement. Produced when a young person is in P7 and S3 – the key transition points.

44 Discussion points Should youth groups record Es and Os? If so, how? If not, why not? Should they record Es and Os if their project doesn’t include a school link?

45 Previous answers include... · strengthen and improve their own youth work practice · help set clearer outcomes and improve evaluation practice · better describe the value of the work they deliver to young people, partners, stakeholders and funders · build up robust and relevant evidence that accurately describes the impact of their work · develop more effective partnerships with other youth work / learning providers

46 Opportunities for personal achievement “Pupils need opportunities for achievements both in the classroom and beyond, giving them a sense of satisfaction and building motivation, resilience and confidence.” - Building the Curriculum 3

47 Personalised learning programmes 10-14Age range14+ 5Min hours60 Not yetSCQF ratedLevels 4-7

48 Partnership working "Curriculum for Excellence can best be delivered through partnership working. All establishments should work with partners and share a common understanding and language to fund skills development and application. Together, they should plan and deliver learning and other experiences which meet the needs of individual children and young people." * Building the Curriculum 4


50 What were some of the experiences and outcomes? I know that popular culture, the media and peer groups as well as my own attitudes and values can influence how I feel about substance use and recognise the impact this may have on my actions. HWB 2-39a / HWB 3-39a Representing my class, school and/or wider community encourages my self-worth and confidence and allows me to contribute to and participate in society. HWB 2-12a / HWB 3-12a / HWB 4-12a


52 What were some of the experiences and outcomes? I can communicate in a clear, expressive manner when engaging with others within and beyond my place of learning, and can independently select and organise appropriate resources as required. LIT 4-10a I reflect on how my attitudes, beliefs, values and morality can influence my decisions about friendships, relationships and sexual behaviour. HWB 3-46a / HWB 4-46a

53 Did you know?


55 Intended outcomes Develop your understanding of Curriculum for Excellence and how your work relates to it To understand the Curriculum for Excellence experiences and outcomes and to be able to describe your own work in terms of them To discover how non-formal learning awards can demonstrate achievement of experiences and outcomes

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