1. Rhona Arthur Assistant Director, SLIC/CILIPS

2.  Scottish Government  Concordat  5 strategic priorities  National indicators and targets  Single outcome agreements  Skills for Scotland  Scottish Credit and Qualifications Framework  Glow

3.  National Debate 2002, ACfE 2004  First integrated curriculum from 3-18, irrespective of educational establishment;  4 capacities: Successful learners; Effective contributors; Responsible citizens and Confident individuals  a broad general education with a focus on outcomes;  more opportunities to develop skills for learning, skills for life and skills for work for all young people at every stage;  focus on literacy, numeracy and health and wellbeing at every stage;  ensuring connections between all aspects of learning and support for learning.

4.  8 curriculum areas  Health and wellbeing  Languages  Mathematics  Sciences  Social studies  Expressive arts  Technologies  Religious and moral education

5.  Citizenship  Enterprise  Creativity  Sustainable development  Literacy and numeracy

6.  Draft experiences and outcomes ◦ Literacy and English ◦ Numeracy ◦ Mathematics ◦ Science ◦ Health and wellbeing ◦ Expressive Arts ◦ Social Studies ◦ Religious and moral education (also for Roman Catholic schools) ◦ Classical languages ◦ Gaelic learners (and also Gaelic and literacy)

7.  Consultation on national qualifications in Scotland launched 10/6/08 until 31/10/08 ◦ Scrap Standard Grades at General and Credit ◦ Scrap Intermediate I and II and replace at SCQF 4 and 5 ◦ New qualifications in literacy and numeracy (SCQF levels 3-5) ◦ Consider Scottish Science Baccalaureate and a Scottish Language Baccalaureate ◦ Highers and Advanced Highers at Senior Phase as Gold Standard ◦ Flexibility of length of study 12-24 months and winter diet of exams

8.  Inspection regimes  Assessment strictures – Assessment for learning  “Creative thinking and support are required in areas ranging from curriculum planning to assessment”  Pressure on local authority funding  Reductionist model – Gershon and Crerrar  Funding to reduce class sizes  Single status, pay modernisation

9.  Access to wide range of information  Support for attainment across the school curriculum  Support for development of literacy, including increasing reading confidence and fluency  Expertise in the development of information literacy  Assistance with the effective use of ICT in learning and teaching  Knowledge and skills in promoting reading for enjoyment  Support for personal and social development

10.  Library skills courses  Support for selection of developmental reading  Acquisition of analytical skills  Recommended book lists  Book reviews  Book groups  Use of library catalogues  Using book/author websites for research  Development of information literacy  Preparation of bibliographies  Reading diaries  Presentation skills, group work, etc, etc

11.  Group and pair working  Skimming, scanning and note-taking  Critical evaluation  Provision of resources for discursive essays  Planning research  Peer and self evaluation

12.  Reading material reflecting cultural diversity  Careers guidance  Citizenship  Cultural events  Help development of informed and ethical viewpoints – research projects, involvement in events like Holocaust Memorial Day, Youth Parliament

13.  Provision of print and non print resources from which to develop knowledge  Leadership opportunities – helping with library activities like book groups  Book awards like RED, Angus, Catalyst, South Lanarkshire all help develop critical analysis, develop and sustain arguments, opinions and debate  Team-working opportunities – library routines

14.  ACfE offers opportunities  To be successful, we will need to be  Flexible in our approaches to supporting learning  Build on natural skills of networking and co- operation  Creative in our thinking  Imaginative in our resources  Good team players both in schools and by sharing our experiences  Thank you www.slainte.org.uk