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Educationeducation Improving Scottish CURRICULUM for EXCELLENCE: MAKING IT HAPPEN Kenneth Muir HM Chief Inspector.

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Presentation on theme: "Educationeducation Improving Scottish CURRICULUM for EXCELLENCE: MAKING IT HAPPEN Kenneth Muir HM Chief Inspector."— Presentation transcript:

1 educationeducation Improving Scottish CURRICULUM for EXCELLENCE: MAKING IT HAPPEN Kenneth Muir HM Chief Inspector

2 educationeducation Improving Scottish 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 educationeducation Improving Scottish 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 educationeducation Improving Scottish 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 Why is CfE even more important now? See The case for change on the Curriculum for Excellence website


6 educationeducation Improving Scottish Our aim: to design a curriculum for the 21 st 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 educationeducation Improving Scottish A coherent curriculum from 3 to 18 A broad general education from age 3 to the end of S3A 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 Entitlement

8 educationeducation Improving Scottish 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 educationeducation Improving Scottish 5-14

10 educationeducation Improving Scottish CfE

11 educationeducation Improving Scottish CfE levels

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

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14 educationeducation Curriculum for Excellence: Just 4 steps

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

16 educationeducation Improving Scottish 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 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 Scotlands 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 To enable all young people to become

17 educationeducation Improving Scottish 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 educationeducation Improving Scottish 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)

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

21 educationeducation Improving Scottish 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 educationeducation Improving Scottish 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 educationeducation Improving Scottish 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 educationeducation Improving Scottish 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 childs 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 educationeducation Improving Scottish 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 educationeducation Improving Scottish Coherence Helping children to see links between different aspects of learning within and across subjects and curriculum areas and in interdisciplinary studies. The primary teachers 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 educationeducation Improving Scottish 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 educationeducation Improving Scottish 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 educationeducation Improving Scottish Getting the thinking clear 1.We have been doing CfE for years 2.Attainment doesnt matter any more 3.CfE = interdisciplinary or thematic learning 4.CfE = cooperative learning/ critical skills 5.Active learning = energetic learning 6.Enjoyment = easy work 7.We dont have any time for CPD

30 educationeducation Improving Scottish Leading the change – 8 conditions emerging 1.Securing a strong ethos and values is often the starting point consistently high quality of learning and teaching 2.Giving high priority to achieving a consistently high quality of learning and teaching across the centre/ school learning together 3.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 literacy, numeracy and health and wellbeing 4.Using literacy, numeracy and health and wellbeing as starting points

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

32 educationeducation Improving Scottish 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 educationeducation Improving Scottish 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 educationeducation Improving Scottish What will be different from what were 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 educationeducation Improving Scottish 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?

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