Curriculum for Excellence: an introduction. Colin Webster [email protected].

Curriculum for Excellence:an introduction

Colin Webster

[email protected]

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Intended Outcomes

(1 of 3) Develop your understanding of Curriculum for Excellence and how your work relates to it

Intended Outcomes

(2 of 3) To understand the CfE experiences and outcomes and to be able to describe your own work in terms of them

Intended Outcomes

(3 of 3) To discover how non-formal learning awards can demonstrate achievement of experiences and outcomes

The four capacities

Key terms

Education Scotland

Building theCurriculum

3-18

National 4

Senior Phase

MCMC

The four capacities

Key terms

Education Scotland

Key terms

Building theCurriculum

Key terms

3-18

Key terms

National 4

Key terms

Senior Phase

Key terms

MCMC

Key terms

Six Entitlements

1. A coherent curriculum from 3 to 18

2. A broad general education

3. A senior phase where he or she can obtain qualifications

4...

4. Develop skills for learning, skills for life and skills for work

5. Personal support to enable them to gain as much as possible from the opportunities which CfE can provide

6. Support in moving into a positive and sustained destination

Six Entitlements

4Four Contexts for Learning

1 Ethos and life of school as a community2 Curriculum areas and subjects3 Interdisciplinary Learning4 Opportunities for personal achievement

Principles of Curriculum Design

Challenge and enjoymentBreadthProgressionDepthPersonalisation and choiceCoherenceRelevance

Recognising different ways to learn

Using technologies in learningActive learningCooperative learningInterdisciplinary learningOutdoor learningPersonalisation and choiceSkills

The Senior Phase

Why CfE?

• Too many young people in MCMC category• CfE better reflects the need for workers in the 'knowledge economy'• CfE better reflects what Educationalists have been preaching• Recognition that education doesn't end at the school gate

Ken Robinson

Activity: the four capacitiesThe four capacities of CfE are further defined by the attributes each young person is expected to achieve.

Sort the cards you have been given into the relevant capacity.

Are you working towards developing these attributes in your work?

Successful Learners

* 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

Able to:

Confident Individuals

* 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

Able to:

Responsible Citizens

* develop knowledge and understanding of the world and Scotland's 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

Able to:

Effective Contributors

* 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

Able to:

The Nature and Purpose of Youth Work

Build self-esteem and self-confidence.Develop the ability to manage personal and social relationships.Create learning and develop new skills.Encourage positive group atmospheres.Build the capacity of young people to consider risk, make reasoned decisions and take control.Develop a ‘world view’ which widens horizons and invites social commitment.

...in the spirit of CfE

Learning Community inspectionsNew school qualifications16+ Learning Choices

Learning community inspections

HMIs from Education Scotland carry out the Learning Community inspections.

They:• interview staff from community and voluntary groups• attend workshops• speak with participants• evaluate the effectiveness of the learning• produce a report to support improvement

New school qualificationsChanges to the qualification structure in schools, as of 2013/14:

• New qualifications, called National 4 and National 5, will replace Standard Grades and Intermediates• The new qualifications are presently under development by SQA• Learners will sit the new qualifications when they are deemed ready to do so• Revision of existing qualifications at Access, Higher and Advanced Higher to ensure they are consistent with CfE developments

16+ Learning Choices16+ Learning Choices is a guaranteed offer of a place in post-16 learning for every eligible young person who wants it.

16+ LC is for all partners – across a broad range of settings – who are involved in planning for and delivering the Senior Phase of CfE, including those involved in young people’s post-16 transitions to further learning, training and employment.

Experiences and outcomes

The experiences and outcomes document is organised into levels andcurriculum areas.

Es and Os: Levels

Level 0 : Pre-schoolLevel 1 : End of P4Level 2 : End of P7Level 3 : S1 to S3Level 4 : S1 to S3

(roughly speaking)

Es and Os: Curriculum areas

Expressive artsHealth and wellbeingLanguagesMathematics

Religious and moral educationSciences

Social StudiesTechnology

Es and Os: looking at one theme

Es and Os: looking at one theme

Es and Os: looking at one theme

Es and Os: looking at one theme

As I explore the rights to which I and others are entitled, I am able to exercise

these rights appropriately and accept the responsibilities that go with them. I show

respect for the rights of others.

HWB 0-09a/HWB 1-09a/HWB 2-09a/HWB 3-09a/HWB 4-09a

“Partner organisations will need to share an understanding of the experiences and outcomes to which they are contributing.”

- Building the Curriculum 3

Pupil profiles

Tracking progress and achievement.

Produced when a young person is in P7 and S3 – the key transition points.

Discussion points

Should youth groups record Es and Os? If so, how? If not, why not?

Should they record Es and Os if their project doesn’t include a school link?

Previous answers include...

· strengthen and improve their own youth work practice · help set clearer outcomes and improve evaluation practice· better describe the value of the work they deliver to young people, partners, stakeholders and funders· build up robust and relevant evidence that accurately describes the impact of their work· develop more effective partnerships with other youth work / learning providers

Opportunities for personal achievement

“Pupils need opportunities for

achievements both in the classroom

and beyond, giving them a sense of

satisfaction and building motivation,

resilience and confidence.”

- Building the Curriculum 3

Personalised learning programmes

10-14 Age range 14+5 Min hours 60Not yet SCQF rated Levels 4-7

Partnership working"Curriculum for Excellence can best be delivered through partnership working. All establishments should work with partners and share a common understanding and language to fund skills development and application. Together, they should plan and deliver learning and other experiences which meet the needs of individual children and young people."

* Building the Curriculum 4

What were some of the experiences and outcomes?

I know that popular culture, the media and peer groups as well as my own attitudes and values can influence how I feel about substance use and recognise the impact this may have on my actions.HWB 2-39a / HWB 3-39a

Representing my class, school and/or wider community encourages my self-worth and confidence and allows me to contribute to and participate in society.HWB 2-12a / HWB 3-12a / HWB 4-12a

What were some of the experiences and outcomes?

I can communicate in a clear, expressive manner when engaging with others within and beyond my place of learning, and can independently select and organise appropriate resources as required.LIT 4-10a

I reflect on how my attitudes, beliefs, values and morality can influence my decisions about friendships, relationships and sexual behaviour.HWB 3-46a / HWB 4-46a

Did you know?

www.youthscotland.org.uk

Intended outcomes

• Develop your understanding of Curriculum for Excellence and how your work relates to it

• To understand the Curriculum for Excellence experiences and outcomes and to be able to describe your own work in terms of them

• To discover how non-formal learning awards can demonstrate achievement of experiences and outcomes