School Curriculum Policy in Scotland: How distinctive is it? Pamela Munn

Structure of Presentation  Globalisation and vernacular response  Purposes of the curriculum  Quasi-markets and pupils’ learning  School governance  Conclusion  Globalisation and vernacular response  Purposes of the curriculum  Quasi-markets and pupils’ learning  School governance  Conclusion

The Knowledge Economy  For countries in the vanguard of the world economy, the balance between knowledge and resources has shifted so far towards the former that knowledge has become perhaps the most important factor determining the standard of living - more than land, than tools, than labour. Today's most technologically advanced economies are truly knowledge-based. (World Bank 1999)

Globalisation  Knowledge economy  Concern with economic growth  Pupil attainment  Performativity  Knowledge economy  Concern with economic growth  Pupil attainment  Performativity

Purposes of Curriculum  The 4 capacities  A successful learner, a confident individual, a responsible citizen and an effective contributor  Rhetoric different in Scotland but reality?  The 4 capacities  A successful learner, a confident individual, a responsible citizen and an effective contributor  Rhetoric different in Scotland but reality?

Policy Rhetoric in England  … what really matters is how we’re doing compared with our international competitors. That is what will define our economic growth and our country’s future. The truth is, at the moment we are standing still while others race past (DfE 2010 p3).

Learning Experiences and Outcomes  Breadth, challenge and application  I have investigated strategies for identifying common multiples and common factors, explaining my ideas to others, and can apply my understanding to solve related problems. (maths 3-05a)  Breadth, challenge and application  I have investigated strategies for identifying common multiples and common factors, explaining my ideas to others, and can apply my understanding to solve related problems. (maths 3-05a)

Learning Experiences and Outcomes I am developing a range of skills which can support decision making about substance use. I can demonstrate strategies for making informed choices to maintain and improve my health and wellbeing and can apply these in situations that may be stressful or challenging, or involve peer pressure. HWB 3-40a / HWB 4-40a I am developing a range of skills which can support decision making about substance use. I can demonstrate strategies for making informed choices to maintain and improve my health and wellbeing and can apply these in situations that may be stressful or challenging, or involve peer pressure. HWB 3-40a / HWB 4-40a

Curriculum Content  Subject content  ‘Our review will examine the best school systems in the world and give us a world-class curriculum that will help teachers, parents and children know what children should learn at what age.’ Michael Gove  Accountability, measurement and international comparisons in both nations’ curricula  Subject content  ‘Our review will examine the best school systems in the world and give us a world-class curriculum that will help teachers, parents and children know what children should learn at what age.’ Michael Gove  Accountability, measurement and international comparisons in both nations’ curricula

Quasi-Markets The dominant form of schooling is the neighbourhood comprehensive There is a small independent sector Schools do not tend to market themselves in terms of their examination performance There is little trace of private companies within schools  Curriculum flexibility not for competition The dominant form of schooling is the neighbourhood comprehensive There is a small independent sector Schools do not tend to market themselves in terms of their examination performance There is little trace of private companies within schools  Curriculum flexibility not for competition

School Governance  Important - concerns power and authority  Local govt seen as far more important than parent councils  Parental involvement in curriculum strategy weak  Governing bodies much stronger in England  Local govt weaker in England  Important - concerns power and authority  Local govt seen as far more important than parent councils  Parental involvement in curriculum strategy weak  Governing bodies much stronger in England  Local govt weaker in England

Conclusion and paradoxes  Common concern with standards of attainment  Improvement centrally driven until now  Less prescriptive in less market oriented system in Scotland  Rhetoric about localism in England but greater control?  Political consensus in Scotland  Common concern with standards of attainment  Improvement centrally driven until now  Less prescriptive in less market oriented system in Scotland  Rhetoric about localism in England but greater control?  Political consensus in Scotland