1. What it means for your child, their teacher and yourself. October 2014

2.  Design of our Scottish Curriculum  IDL: Interdisciplinary Learning Topics  Assessing Progress: Summative and Formative  Tracking Pupil Attainment and Achievement  Reporting on Progress

3.  To maintain our education system as being one of the best in the world and which prepares our young people for an ever changing and demanding world; able to secure jobs yet to be invented and compete in a rapidly changing world  Our curriculum requires to develop our pupils’ skills for learning, life and work and across the 4 capacities:  Successful learners with the motivation for learning  Confident individuals with physical mental and emotional wellbeing and self respect  Responsible citizens with respect for others and the world we live in  Effective contributors who can communicate, solve problems and be enterprising and creative.

4. It aims to raise standards of education to meet the increasing challenges of a changing world – preparing our pupils for the unknown. The 3 Pillars: Raising Standards Developing Skills Increasing Knowledge

5.  It’s bringing real life to learning – making learning relevant to the world young people live in; developing transferable skills for learning, life and work.  Re-emphasis on learning skills in Literacy, Numeracy and Health and Wellbeing which will underpin ALL learning. Industry and enterprise working with schools to offer opportunities for young people to develop skills needed for the world of work.

6.  Literacy 6 hours  Numeracy 6 hours  Health and Wellbeing (including PE)6 hours  ScienceTotal of7 hours  Technology (including ICT)  Social Subjects  French  Religious and Moral Education  The Arts: Art, Music, Drama 72% on Literacy/ Numeracy/ Health & Wellbeing  A broad and deep curriculum which provides planned EXPERIENCES with expected and specific OUTCOMES for each level based on Skills, Knowledge and Understanding

8. What Does This Mean For Our Pupils?  Exciting, innovative topics relevant to the needs of the children as individuals within their own community  Cross Cutting Themes: Enterprise, Global Citizenship, Creativity, Problem Solving, Sustainability, Scottish Studies…  Confident and computer literate youngsters well equipped to use a range of rapidly developing ICT resources  Pupil Support in the widest sense: Literacy, Numeracy, Health and Wellbeing  Active, Interdisciplinary and Collaborative Learning; requiring the ability to transfer skills taught across all learning  Achievements of the WHOLE child are valued by all- including further education establishments and employers. Recognising the importance of Celebrating Success in school and the use of electronic profiles

9. There are opportunities for learning all around us in everyday life. Parents, teachers and children can have fun with this together …bringing life to learning and learning to life.

10. A clock that has stopped in class, the building of a wind farm or even some brown trout! Question: What learning could develop? All familiar and relevant objects which would capture the imagination of our pupils.

15.  Formative Assessment: Make, Say, Write, Do  Teacher, Self and Peer Assessment: Thumbs, No Hands Up, Traffic Lights...  Teacher/ Pupil Dialogue, Learning Visits, Sampling Pupil Work, Behaviour (Health & Wellbeing) …  Summative Assessments: Check Ups, End of Topic Assessments (including Numeracy), Standardised Tests, Teacher Made Assessments  Teacher/Management Tracking Dialogue  Cluster Dialogue/ Moderation/ Learning Visits

16. A rough guide but can be earlier or later for some pupils: Early Level: pre-school years and P1 First Level: P2 to P4 Second Level: P5 to P7 Third Level:S1 – S3 Senior Phase:S4 to S6 National 4 National 5 Highers and Advanced Highers

18. Name Recognising Success Show Burns Pupil Group Competition Winner Term 1Term 2Term 3Term 4 Pupil A CI Won a poetry reciting competition SL Passed first skiing level- got certificate RC Sold cakes round neighbours and gave money to old folks home Small part but had a speaking role ECO Pupil B Pupil C SL Read 6 books in 6 weeks at Summer reading Challenge CI Golf medal RC Took part in charity cycle raised £200 CI Camped out overnight as part of Scout Badge- received badge Main Character 2 nd place Eco Com mitte e

19.  To ERC Education Department: S & Q Report, Inspections and Reviews  To Parents:  School Website  Assemblies  Homework (including Comments Section)  Jotters/ Work Home  GLOW  Reviews & Meetings  Parent Meetings  Open Doors  New Curriculum News (Next Term with Levels Recorded)  CfE Guidance Booklets and Attainment Slips  End of Year Summative Report

20.  Listen, talk and encourage your child to work on tasks on their own, with you, with others and then talk about it afterwards – this has a big influence on children’s learning  By being here tonight you are working in partnership with your child’s school  Encourage and praise effort but it’s also really good to win or be very good at something  Value & celebrate achievements  Encourage and demonstrate a ‘can do’ approach – ‘give it a try, you might just like it, if you don’t like it that’s “OK” but give it a go anyway!  Foster resilience and perseverance- if at first...  Provide as many different experiences as you can but also allow your child to find their own experiences  Have high, but realistic expectations  Model & ‘teach’ the values for living- be a good role model but develop an understanding of “it’s “OK” to make mistakes as long as we learn from them  Keep up to speed with ICT- be a learner too- crucial  Teach accountability, responsibility and consequences

21.  “Children are like wet cement. Whatever falls on them makes a lasting impression” - Haim Ginott  “Don’t worry that children seem to never listen to you; worry that they are always watching you.” - Robert Fulghum

22. Parents can find out more www.parentzonescotland.gov.uk and on Kirkhill’s Website The partners working to deliver Curriculum for Excellence are: Scottish Governmentwww.scotland.gov.ukwww.scotland.gov.uk The government has responsibility for the national education system Education Scotland www.EducationScotland.org.ukwww.EducationScotland.org.uk Develops the curriculum, provides information and guidance on learning and teaching Scottish Qualifications Authoritywww.sqa.gov.ukwww.sqa.gov.uk Develops, marks and manages the qualifications process Education Scotland (HMIe)www.hmie.gov.ukwww.hmie.gov.uk The inspectors who monitor the quality of education