Presentation is loading. Please wait.

Presentation is loading. Please wait.


Similar presentations

Presentation on theme: "CURRICULUM for EXCELLENCE: MAKING IT HAPPEN"— Presentation transcript:

Kenneth Muir HM Chief Inspector

2 Think about it “A child in early years may still be at school in 2027”
“A teacher starting out in 2009 may still be teaching in 2054” “The child has already been born who will live to be 150”

3 Future world The challenges of: Globalisation
Changing demographic balance Increasing health inequalities Impact of technology Employers’ need for generic/‘soft skills’ Demand for quality and customisation

4 Why is CfE even more important now? Economy and society:
an uncertain future To enable each child and young person to flourish Developments in our education system and findings about its performance See ‘The case for change’ on the Curriculum for Excellence website


6 Our aim: to design a curriculum for the 21st Century
“Curriculum for Excellence…. recognises that sustained and meaningful improvement should …be shaped and owned by those who will put it into practice.” (ISE2) Building the Curriculum 3 describes the principles to shape a whole school/ centre curriculum BtC2 describes active learning in practice Experiences and outcomes set out an entitlement for all to a broad general education Making local curriculum decisions within a CfE framework – staff/teacher professionalism and partnerships. Starting from where you are and building on strengths.

7 Entitlement A coherent curriculum from 3 to 18
A broad general education from age 3 to the end of S3 A senior phase: opportunities for qualifications and other planned opportunities to develop the four capacities Opportunities to develop skills for learning, skills for life and skills for work Opportunities to achieve to the highest levels through personal support and challenge Opportunities and support to move into positive and sustained destinations beyond school What will be new is the concept of laying out a set of entitlements for all children and young people which they can expect to benefit from We have spoken about the concept of coherence from 3 to 18 What is innovative and what will require further discussion is the concept of ‘a broad general education from age 3 to the end of S3 (about age 15) A broad general education will include all the experiences and outcomes across all the curriculum areas up to the third level. The document defines this as an education which provide every child and young person with – literacy and numeracy; skills for learning, skills for life and skills for work; learning across a broad curriculum covering science, language, mathematics, social studies (including Scottish history0, expressive arts, health and wellbeing, religious and moral education and technology; an emphasis throughout this broad curriculum on Scottish contexts, history and culture and Scotland’s place in the world; learning available in a range of ways including interdisciplinary projects and a range of opportunities to ensure a broad approach Secondary schools are familiar with the concept of a senior school which is focused on qualifications and other personal development opportunities but ‘the senior phase’ in BtC3 will require fresh thinking

8 The professional agenda: how will we turn this into reality?
Not research, development, dissemination as in previous developments, but creating together through learning and thinking together

9 5-14 9

10 CfE 10

11 CfE levels 11

12 Standards defined in the Es & Os
Challenge Standards defined in the Es & Os Consolidating Applying higher order skills Breadth 12


14 Curriculum for Excellence: Just 4 steps

15 Step 1 : use the wide concept of the curriculum to:
Look harder at the 4 capacities Look below the headings!

16 confident individuals
successful learners with enthusiasm and motivation for learning determination to reach high standards of achievement openness to new thinking and ideas and able to 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 confident individuals with self respect a sense of physical, mental and emotional wellbeing secure values and beliefs ambition and able to 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 To enable all young people to become responsible citizens with respect for others commitment to participate responsibly in political, economic, social and cultural life and able to 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 effective contributors with an enterprising attitude resilience self-reliance and able to 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 This statement of purpose lies at the heart of the document and is intended to be a memorable and compelling reference point for teachers, parents and children. The child is at the centre of this diagram, and our aspiration for each child is represented through the four capacities which surround the child. In each case the capacity is expanded into ‘attributes’ and ‘capabilities’: it is our task to design a curriculum which will enable each child to develop these attributes and capabilities. You see here the beginning of a winnowing tool for the review of the curriculum – any activity which is not clearly directed to achieving these aims does not earn its keep and should be removed. The review document then explores the ethos and teaching and learning methodologies which will be needed if these outcomes are to be achieved (for example, ) It then moves on to define updated principles for the design of the curriculum. Many of these are familiar but the principles begin with challenge and enjoyment – fully evidence-based – and depth has greater prominence than at present.

17 Step 2: Engage with the outcomes and experiences
Review current programmes in the context of the Es and Os, and the 4 capacities Use improvement planning to address issues of priority and pace Review learning and teaching approaches

18 Reflect on your own practice……
How do activities build on prior learning? How are children involved in doing, thinking and exploring? How are parents involved? In what ways is learning meaningful and relevant? How are your children challenged through active learning? (see BtC 2) How do YOU model active learning in YOUR practice? (see BtC2 p.14) So what are we looking for?? And therefore what should you be looking for? Active learning which is based on Challenge………. Are we making our youngest children think, develop their own ideas and understanding? Active learning based on the ‘doing’, time to refelct, investigae and explore Building on prior learning – give children a ‘hook’ and make ir meaningful and relevant – if they don’t see it as useful and something impormtant – forget it. Play, play, play


20 Step 3: Think hard about the design principles
Challenge and enjoyment Breadth Progression Depth Personalisation and choice Coherence Relevance

21 Challenge and enjoyment
Enjoyment is important in motivation and in the quality of our experiences in learning and in life. Enjoyment often comes with hard work, perseverance and a sense of achievement. Challenge makes learners think hard and develop their skills to the full. It helps to take learning to the next stage

22 Breadth The experiences and outcomes define breadth in the curriculum
They helpfully embed aspects such as enterprise, sustainability and creativity A shift from time… learners need sufficient time and quality of learning to make good progress through the levels and achieve securely the learning set out in the guidance

23 Progression in both attainment and wider achievement
Attainment is a measure of learning. It is important because it represents standards in key areas of learning such as literacy and numeracy. Not all valuable areas of learning can be measured. The curriculum should value “wider achievements”, provide opportunities for them and recognise and celebrate them …because they benefit children and young people. CfE stresses the importance of both ‘attainment’ and ‘wider achievement’.

24 Depth and Relevance Probing and researching a particular topic in depth, spending time on discussion of learning, explaining it to others, applying what has been learned in different contexts, developing secure understanding. Selecting content and making links with the child’s experience, learning and interests in and beyond school makes learning relevant.. eg making connections with the local community, the world of work, experiences of travel or interests in sport or the media.

25 Personalisation and Choice do not mean individualised teaching
Seeing the whole child, taking an interest in learners as individuals, being aware of their lives. Reviewing their overall progress. Taking account of their prior experiences, learning, and interests during teaching. Being aware that they learn in different ways Talking with them to assess their understanding and provide feedback on their next steps and progress Listening to their questions and ideas . Providing support according to their needs, and Working well with others who support them.

26 Coherence Helping children to see links between different aspects of learning within and across subjects and curriculum areas and in interdisciplinary studies. The primary teacher’s oversight of learning across the curriculum is a major advantage. Trying to make links across too many subject areas does not always help coherence.

27 Step 4 Organise programmes based on curriculum areas and interdisciplinary studies which take account of the design principles and the outcomes and experiences Some programmes need to be structured to ensure clear progression in skills with skills applied in contexts across the curriculum. Other learning is best organised in highly motivating interdisciplinary studies.

28 The Early Level Children fully engaged in their learning which is interactive, purposeful and defined within the outcomes and experiences Learning env. which is relaxed and supportive with opps for observation, interaction and exploration of interests Imaginative use of space and resources allowing children to work individually and collaboratively Imaginatively resourced and stimulating env. with opps for engagement in exploratory, imaginative play

29 Getting the thinking clear
We have been doing CfE for years Attainment doesn’t matter any more CfE = interdisciplinary or thematic learning CfE = cooperative learning/ critical skills Active learning = energetic learning Enjoyment = easy work We don’t have any time for CPD

30 Leading the change – 8 conditions emerging
Securing a strong ethos and values is often the starting point Giving high priority to achieving a consistently high quality of learning and teaching across the centre/ school Importance of staff learning together, for example seeing each other teach, reflecting together on the experiences and outcomes within their own area of interest and across them all Using literacy, numeracy and health and wellbeing as starting points

31 Leading the change – 8 conditions emerging
5. Importance of knowing about the progress of every child across a wider range than before – roles of all staff in this endeavour 6. Coherence and progression need more joint thinking and partnership than before. This requires strategic support at senior levels 7. Need to work across a range of developments in a well-sequenced, planned way 8. Leadership essential, in all its facets – using all resources to the full, coaching, planning, setting high expectations

32 HMIE focus in the coming year
CfE reflected in self-evaluation and improvement plan priorities Developing beyond vignettes of good practice to coherent approaches to curriculum development Focus on broad general education Looking for examples of SLIP Impact across each centre, school, college

33 HMIE focus in the coming year
An understanding by teachers/staff of what CFE is about using BTC 2 and 3 All teachers/staff are increasingly familiar with and using the experiences and outcomes to improve teaching, learning and achievement All teachers/staff are promoting literacy, numeracy health and wellbeing effectively The professional agenda: turning the broad experiences and outcomes into suitable programmes and studies

34 What will be different from what we’re doing now?
What would you expect to see featuring more frequently? What kind of practice would you not expect to see, or see less of, in pre-school settings, schools and colleges?

35 What are YOU going to do as a result of today?
What steps are you planning to take when you get back to your college? How will your practice be influenced by what you have heard and seen today? How will you prepare your students to deliver in a CfE environment?



Similar presentations

Ads by Google