Curriculum for Excellence Aberdeen City November 2008.

Curriculum for ExcellenceAberdeen City

November 2008

Curriculum for Excellence

4 simple steps

•Disregard all previous teaching experience•Destroy all policy papers•Sell every current school resource on E bay• Implement all outcomes on the same day

Step 1

• Read the recipe

successful learnerswith•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 innew situations

confident individualswith•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 beliefsand view of the world•live as independently as they can•assess risk and take informed decisions•achieve success in different areas of activity

responsible citizenswith•respect for others•commitment to participate responsibly inpolitical, economic, social and cultural life

and able to•develop knowledge and understanding ofthe world and Scotland’s place in it•understand different beliefs and cultures•make informed choices and decisions•evaluate environmental, scientific andtechnological issues•develop informed, ethical views of complexissues

effective contributorswith•an enterprising attitude•resilience•self-reliance

and able to•communicate in different ways and indifferent 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 youngpeople to become

Step 2: Select the correct ingredients

• Adjust/plan programmes where necessary

• Focus on high quality learning and teaching

• Develop the outcomes and experiences to match your context

• Make maximum use of improvement planning approaches

Step 3: Weigh the ingredients accurately

• challenge and enjoyment • breadth • progression • depth• personalisation and choice • coherence• relevance

Challenge and enjoyment

• Enjoyment is important in motivation and in the quality of our experiences in learning and in life.

• Challenge makes learners think hard and develop their skills to the full. It helps to take learning to the next stage.

Breadth

•The experiences and outcomes define breadth in the curriculum

•They embed aspects such as enterprise, sustainability and creativity

• Learners need sufficient time to make good progress and achieve each level

Attainment and Achievement

• CfE stresses the importance of both ‘attainment’ and ‘wider achievement’. Attainment is important in key areas of learning such as literacy and numeracy but……

• 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.

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 child’s experience, learning and interests in and beyond school makes learning relevant.

Personalisation

• 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.

Coherence

• Helping children to see links between different aspects of learning within and across subjects and curriculum areas and in interdisciplinary studies.

Integration

Step 4: The Proof of the Pudding

• Programmes based on curriculum areas and interdisciplinary studies which take account of the design principles and the outcomes and experiences

• Programmes ensure clear progression in skills, knowledge and understanding in contexts across the curriculum.

• Learners experience highly motivating learning activities.

Subject focused teaching / interdisciplinary studies / cross-cutting themes

• Subject expertise matters

• Interdisciplinary studies can provide highly motivating contexts for learning which can help pupils to see links between, and the relevance of, different aspects of learning.

• Cross-cutting themes enable learners to apply their knowledge, understanding and skills in meaningful ways.

Curriculum for Excellence