Presentation on theme: "CURRICULUM for EXCELLENCE: MAKING IT HAPPEN"— Presentation transcript:
1CURRICULUM for EXCELLENCE: MAKING IT HAPPEN Kenneth MuirHM Chief Inspector
2Think about it “A child in early years may still be at school in 2027” “A teacher starting out in 2009may still be teaching in 2054”“The child has alreadybeen born who willlive to be 150”
3Future world The challenges of: Globalisation Changing demographic balanceIncreasing health inequalitiesImpact of technologyEmployers’ need for generic/‘soft skills’Demand for quality and customisation
4Why is CfE even more important now? Economy and society: an uncertain futureTo enable each childand young person toflourishDevelopments inour education systemand findings about itsperformanceSee ‘The case for change’ on theCurriculum for Excellence website
5CURRICULUM for EXCELLENCE MCMCSUSTAINABLE DEVELOPMENTGIRFECCREATIVITYSKILLSSTRATEGYEARLY YEARSFRAMEWORKCITIZENSHIPENTERPRISEEDUCATION
6Our 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 curriculumBtC2 describes active learning in practiceExperiences and outcomes set out an entitlement for all to a broad general educationMaking local curriculum decisions within a CfE framework – staff/teacher professionalism and partnerships.Starting from where you are and building on strengths.
7Entitlement A coherent curriculum from 3 to 18 A broad general education from age 3 to the end of S3A senior phase: opportunities for qualifications and other planned opportunities to develop the four capacitiesOpportunities to develop skills for learning, skills for life and skills for workOpportunities to achieve to the highest levels through personal support and challengeOpportunities and support to move into positive and sustained destinations beyond schoolWhat 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 fromWe have spoken about the concept of coherence from 3 to 18What 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 approachSecondary 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
8The professional agenda: how will we turn this into reality? Not research, development,dissemination as in previousdevelopments,but creating togetherthrough learning andthinking together
15Step 1 : use the wide concept of the curriculum to: Look harder at the 4 capacitiesLook below the headings!
16confident individuals successful learnerswithenthusiasm and motivation for learningdetermination to reach high standards of achievementopenness to new thinking and ideasand able touse literacy, communication and numeracy skillsuse technology for learningthink creatively and independentlylearn independently and as part of a groupmake reasoned evaluationslink and apply different kinds of learning innew situationsconfident individualswithself respecta sense of physical, mental and emotional wellbeingsecure values and beliefsambitionand able torelate to others and manage themselvespursue a healthy and active lifestylebe self awaredevelop and communicate their own beliefsand view of the worldlive as independently as they canassess risk and take informed decisionsachieve success in different areas of activityTo enable all youngpeople to becomeresponsible citizenswithrespect for otherscommitment to participate responsibly inpolitical, economic, social and cultural lifeand able todevelop knowledge and understanding ofthe world and Scotland’s place in itunderstand different beliefs and culturesmake informed choices and decisionsevaluate environmental, scientific andtechnological issuesdevelop informed, ethical views of complexissueseffective contributorswithan enterprising attituderesilienceself-relianceand able tocommunicate in different ways and indifferent settingswork in partnership and in teamstake the initiative and leadapply critical thinking in new contextscreate and developsolve problemsThis 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.
17Step 2: Engage with the outcomes and experiences Review current programmes in the context of the Es and Os, and the 4 capacitiesUse improvement planning to address issues of priority and paceReview learning and teaching approaches
18Reflect 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 activelearning 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 onChallenge………. Are we making our youngest children think, develop their own ideas and understanding?Active learning based on the ‘doing’, time to refelct, investigae and exploreBuilding 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
20Step 3: Think hard about the design principles Challenge and enjoymentBreadthProgressionDepthPersonalisation and choiceCoherenceRelevance
21Challenge 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
22Breadth The experiences and outcomes define breadth in the curriculum They helpfully embed aspects such as enterprise, sustainability and creativityA shift from time allocations...to…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
23Progression 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’.
24Depth and RelevanceProbing 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.
25Personalisation 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 waysTalking with them to assess their understanding and provide feedback on their next steps and progressListening to their questions and ideas .Providing support according to their needs, andWorking well with others who support them.
26CoherenceHelping 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.
27Step 4Organise programmes based on curriculum areas and interdisciplinary studies which take account of the design principles and the outcomes and experiencesSome 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.
28The Early LevelChildren fully engaged in their learning which is interactive, purposeful and defined within the outcomes and experiencesLearning env. which is relaxed and supportive with opps for observation, interaction and exploration of interestsImaginative use of space and resources allowing children to work individually and collaborativelyImaginatively resourced and stimulating env. with opps for engagement in exploratory, imaginative play
29Getting the thinking clear We have been doing CfE for yearsAttainment doesn’t matter any moreCfE = interdisciplinary or thematic learningCfE = cooperative learning/ critical skillsActive learning = energetic learningEnjoyment = easy workWe don’t have any time for CPD
30Leading the change – 8 conditions emerging Securing a strong ethos and values is often the starting pointGiving high priority to achieving a consistently high quality of learning and teaching across the centre/ schoolImportance 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 allUsing literacy, numeracy and health and wellbeing as starting points
31Leading 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 endeavour6. Coherence and progression need more joint thinking and partnership than before. This requires strategic support at senior levels7. Need to work across a range of developments in a well-sequenced, planned way8. Leadership essential, in all its facets – using all resources to the full, coaching, planning, setting high expectations
32HMIE focus in the coming year CfE reflected in self-evaluation and improvement plan prioritiesDeveloping beyond vignettes of good practice to coherent approaches to curriculum developmentFocus on broad general educationLooking for examples of SLIPImpact across each centre, school, college
33HMIE focus in the coming year An understanding by teachers/staff of what CFE is about using BTC 2 and 3All teachers/staff are increasingly familiar with and using the experiences and outcomes to improve teaching, learning and achievementAll teachers/staff are promoting literacy, numeracy health and wellbeing effectivelyThe professional agenda: turning the broad experiences and outcomes into suitable programmes and studies
34What 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?
35What 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?