Presentation on theme: "The new experiences and outcomes. The new experiences and outcomes: outline of presentation Why is CfE even more important now? How can we turn all this."— Presentation transcript:
The new experiences and outcomes: outline of presentation Why is CfE even more important now? How can we turn all this into reality? Where do they fit within the curriculum as a whole? Experiences and outcomes:when, how, what?
[Insert photograph of child here to emphasise that we are always relating our worth on the curriculum to the needs of the children we serve]
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
Scotlands future economic prosperity requires an education system within which the population as a whole will develop the kind of knowledge, skills and attributes which will equip them personally, socially and economically to thrive in the 21st century. It also demands standards of attainment and achievement which match these needs and strengthen Scotlands position internationally. HM Senior Chief Inspector, Improving Scottish Education 2009 substantial strengths in Scottish education, including professionalism of workforce and capacity for improvement issues to be addressed in order for our high aspirations to be achieved for education and for learners – see Chapter 5, for example. Why is CfE even more important now? Improving Scottish Education 2009
How were the experiences and outcomes developed? unparalleled engagement with teachers and practitioners building upon the existing very good practice across all sectors taking account of research and international comparisons recognising the professionalism of teachers – needed so that they can exercise professional freedom and responsibility as they plan with the broader guidance. See Process of change on the Curriculum for Excellence website
Engagement and trialling was used to shape the experiences and outcomes: 1475 questionnaires 937 from groups 20 Focus groups Total 2012 submissions e.g. Royal Society of Edinburgh 500 trialling centres 241 reports University of Glasgow analysis and reports Plans drawn up to address issues raised Publication Further engagement and consultation, comparisons, refinement; thematic overview
What did people say? What happened in response? They emphasised the need for time and professional dialogue to deepen and share understanding They were positive about how the Es and Os would give scope for – flexibility and creativity – developing the four capacities – teaching in motivating ways – making connections in learning They had concerns about – vagueness – fit with assessment – Curriculum area-specific points Editing/revision (varied amounts) Explanation (selective – as appendices to Es and Os) Exemplification (selective – to be developed over time) – Illustration of expectations where necessary – Movies of E/Os in action – Pupil work – Case studies – Links to resources i.e. providing scaffolding, not detail
Experiences and outcomes: what do we need to know? See Getting started on the Curriculum for Excellence website in particular a broad general education They describe all of the curriculum from age 3 to 15 and in particular a broad general education They replace but build on previous guidance (3 to 5 and 5-14) Taken together, they embody the four capacities Experience and outcome
Experiences and outcomes: example See Process of change on the Curriculum for Excellence website Principles and practice sections (a must read for everyone)
Experiences and outcomes: example See Process of change on the Curriculum for Excellence website
Where do the experiences and outcomes fit within the curriculum as a whole? Building the Curriculum 3: A framework for learning and teaching
Building the curriculum The curriculum: all that we plan for children and young peoples learning Principles of curriculum design Experiences and outcomes Expectations for learning and development from early to fourth levels Entitlements For all children and young people Values Wisdom, justice, Compassion, integrity Learning and teaching Engaging, active, challenging Personal support Including preparing for and support through changes and choices Arrangements for Assessment Qualifications Self-evaluation and accountability, Professional development Support purposes of learning Building up The curriculum
A coherent curriculum from 3 to 18 A broad general education from age 3 to the end of S3 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 Entitlements:
A broad general education 3 to 15 Every child and young person in Scotland is entitled to experience a broad general education.a broad general education This broad general education takes place from the early years to the end of S3. It is represented by learning across all** of the experiences and outcomes to the third curriculum level together with those selected for study at the fourth, as far as is consistent with each child or young persons needs. Not expected that qualifications will feature at this stage Providing a strong platform for later learning and qualifications
True or false? 1.CfE = interdisciplinary or thematic learning 2.Broad general education = common course 3.Es and Os to third level = a menu to choose from 4.Number of qualifications in S4 = 5 5.Active learning = energetic learning Please help to counter these misconceptions!
Bringing Curriculum for Excellence to life throughout Scotland: Local implementation plans - with tasks, roles and timescales
The process of change – 8 themes emerging ethos and values 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 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 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
Photocredit: EwanMcintoshEwanMcintosh How will we turn this into reality? Not research, development, dissemination as in previous developments But creating together through learning and thinking together
Some possible questions: For schools and their partners: How will we ensure that all young people achieve the third curriculum level across all curriculum areas? How will we provide specialisation, choice, depth and challenge within the fourth level for all young people? For any particular development or action: how does it contribute to the broad general education? What will be its impact on learning? What is the educational gain? For teachers How rich is the experience and how deep the learning within this level? How can I contribute to these childrens broad general education (including literacy, numeracy, health and wellbeing)? For any development or activity: how does it contribute to the broad general education? How will I know?