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Curriculum for Excellence


Proposals: Organising Learning. Organising learning through curriculum areas - to provide breadth ... have traditionally been organised as extra-curricular' ... – PowerPoint PPT presentation

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Title: Curriculum for Excellence

Curriculum for Excellence International
EducationPam SlaterCurriculum for Excellence
TeamSeptember 2007
Purposes of today
  • To provide an overview of Curriculum for
    Excellence and its relevance to International
  • To show where International Education is embedded
    in Curriculum for Excellence

An International Outlook
  • Key elements of international education can be
    defined as a series of learning outcomes
    associated with
  • knowledge understanding
  • values dispositions
  • skills capabilities, including creativity
  • Importantly, in addition, international education
    should provide pupils with clear opportunities
  • participation action
  • SEED Sept 2001

HGIOS Self Evaluation Series E International
  • Effective international education will enable
    your pupils to become informed, thoughtful and
    active international citizens in the 21st
    century. It will teach them to value cultural
    diversity and to recognise and address
    discrimination. It will help them to form views
    on important global issues and to express their
    beliefs in a reflective manner.
  • HMIE 2003

  • The Curriculum
  • .should emphasise the rights responsibilities
    of individuals and nations. It should help young
    people to understand diverse cultures and beliefs
    and support them in developing concern,
    tolerance, care and respect for themselves and
  • .must enable young people to build up a strong
    foundation of knowledge and understanding and
    promote a commitment to considered judgement and
    ethical action
  • ( Page 11 ACfE 2004)

  • Values
  • Wisdom
  • Justice
  • Compassion
  • Integrity
  • Purposes
  • Successful learners
  • Confident individuals
  • Responsible citizens
  • Effective contributors
  • Principles
  • Challenge and enjoyment
  • Breadth
  • Progression
  • Depth
  • Personalisation and choice
  • Coherence
  • Relevance

Responsible Citizens
  • With
  • respect for others
  • commitment to participate responsibly in
    political, economic, social and cultural life
  • And able to
  • make informed choices and decisions
  • evaluate environmental, scientific and
    technological issues
  • Develop informed, ethical views of complex issues

Confident Individuals
  • With
  • self respect
  • a sense of physical, mental emotional
  • secure values beliefs
  • ambition
  • And able to
  • be self aware
  • develop communicate their own beliefs view of
    the world

Proposals Looking at the curriculumdifferently
  • Single framework 3 18
  • Promote learning across a wide range of contexts
    and well planned experiences
  • More than curriculum areas and subjects, also
  • Ethos and life of the school
  • Interdisciplinary projects and studies
  • Opportunities for personal achievement
  • Equip young people with high level of literacy
    and numeracy skills

Proposals Organising Learning
  • Organising learning through curriculum areas -
    to provide breadth
  • Health and well being
  • Languages
  • Mathematics
  • Sciences
  • Social studies
  • Expressive arts
  • Technologies
  • Religious and moral education

Cross-cutting themes
  • Citizenship
  • Enterprise
  • Creativity
  • Sustainable development

Curriculum for Excellence A way of unifying the
  • Activities such as enterprise, citizenship,
    sustainable development, health and creativity,
    which are often seen as add-ons, can be built
    into the curriculum framework.
  • (Progress Proposals 2006)

Mainstreaming Education for Citizenship
  • In essence, it (the curriculum) must be
    inclusive, be a stimulus for personal achievement
    and, through the broadening of pupils experience
    of the world, be an encouragement towards
    informed and responsible citizenship.

Interdisciplinary projects and studies
  • The curriculum needs to include space for
    learning beyond subject boundaries, so that
    learners can make connections between different
    areas of learning. ..
  • To be successful, these activities need to be
    well planned with a clear purpose and outcomes in
  • (Progress and Proposals 2006)

Opportunities for personal achievement
  • ..activities such as performances, community or
    enterprise activities and trips. Many of these
    activities are voluntary for learners and have
    traditionally been organised as
    extra-curricular opportunities. However, they
    play a major part in creating opportunities for
    individual growth , progress and achievement and
    we need to consider how they can be made
    available for all learners.

Proposals Levels of achievement
  • ACfE levels of achievement will
  • replace 5-14 levels
  • extend from 3-18
  • describe both outcomes and experiences
  • I can and I have statements
  • Provide scope for challenge and depth
  • (no need to speed through levels but no ceilings

Learning Outcomes Experiences
  • The work of seconded teacher writers
  • To embed the values, purposes principles
  • Ensure coherence with other curricular areas
  • Embed cross-cutting themes

Within an outcome!

Show progression
Purposes of science education
ACE Capacities
Allow cross curricular work
Teach for understanding
Increase cognitive demand
Big areas of contemporary science
Re-shaping outcomesWork in progress
  • From .
  • I can construct a food web and predict the
  • consequences of change (P5-P7)
  • To
  • I can use my knowledge and understanding of
  • food chains and webs to create, plan and protect
  • wildlife area

Where can we find International Education?
  • Within science
  • Learning through science enables children young
    people to
  • -investigate their environment by observing,
    exploring, investigating and recording
  • -recognise the impact science makes on their
    lives, on the lives of others, on the environment
    and on culture
  • -express opinions and make decisions on social,
    moral, ethical, economic and environmental issues
  • (Building the Curriculum 1 Science)

  • The values that guide scientific endeavour-
    respect for living things and the
    environment..etc are the basis of responsible
  • They (children young people) can be challenged
    to consider how they can contribute to the
    well-being of society through, for example, aid
    initiatives, environmental projects, volunteering
    in other ways as active participants in civic
  • (Building the Curriculum 1 Science Social

Within Modern Foreign Languages
  • Scotland has a rich diversity of language
    including the different languages of Scotland and
    the growing number of community languages such as
    Urdu, Punjabi and Polish. This diversity offers
    rich opportunities for learning. Learning other
    languages enables young people to make
    connections with different people and their
    cultures and to play a fuller part as global
  • (Building the Curriculum 1)

Within Modern Foreign Languages
  • Through my learning of a new language
  • -I enhance my understanding and enjoyment of
    other cultures and of my own and gain insights
    into other ways of thinking and other views of
    the world
  • -I have contributed successfully to my group to
    plan and prepare a short talk in the language I
    am learning on topics of personal interest or
    linked to an aspect of a country where the
    language I am studying is spoken
  • -I have worked with others to read research
    texts in the language I am learning. I can
    demonstrate my understanding of different
    cultures and my appreciation of different ways of
    looking at the world in countries where the
    language I am learning is spoken.
  • (Draft outcomes experiences)

Within Expressive Arts
  • Children young people can explore the
    importance of cultures, the arts heritage in
    Scotland and other societies, and gain
    understanding of the cultural values and
    achievements of different societies. In this way
    they can deepen their insights and experiences of
    cultural identities and come to recognise the
    importance of the arts to the identities of

Within RME
  • Religious moral education enables young people
    to explore the worlds major religions and
    approaches to living which are independent of
    religious belief, and to be challenged by these
    different beliefs values. It supports young
    people in developing responsible attitudes to
    other people, their values and their capacity for
    moral judgement.
  • (Building the Curriculum 1)

Within Social Studies
  • Through social studies young people develop
    their understanding of the world by learning
    about their own people and what has shaped
    them,other people and their values, in different
    times, places and circumstances, and how their
    environment has been shaped.
  • They learn about human achievements and to make
    sense of changes in society, conflicts and
    environmental issues. With greater understanding
    comes the opportunity to influence events by
    exercising informed and responsible citizenship.
  • (Building the Curriculum 1)

Eco Schools Scotland
  • A major driver in moving towards a Sustainable
    Development in Education approach in many schools
    has seen the adoption of achievement in the Eco
    Schools Award schemeChanges made in the Eco
    School programme with the inclusion of
    biodiversity the proposed inclusion of global
    dimension have ensured that most schools have
    gained considerable experience of SDE.

  • The curriculum areas should provide a basis for
    learning and the development of skills across a
    broad range of contexts. They offer opportunities
    for citizenship, sustainable development,
    enterprise, creativity and cultural aspects. ..
  • It will be open to schools to organise the
    outcomes and experiences differently (for example
    by designing challenging interdisciplinary
    projects), to plan for progression, breadth and
    depth of learning.
  • p15, Progress and Proposals 2006

  • Role of the teacher
  • Shift from prescription about detail of the
    curriculum towards more scope for professional
    judgement and creativity
  • Teachers who exemplify the 4 capacities
  • Teachers for excellence

A Curriculum for Excellence places increased
expectations on the leadership of schools. As at
present, headteachers and other leaders will ..
have opportunities to be creative in curriculum
design, learning from evidence of practice,
within clear parameters. Progress and Proposals,
2006 A major focus for leadership in future
should be on developing leadership at all levels,
priorities for improvement with a strong drive on
improving learning and teaching Improving
Scottish Education,2006 HMIe
Curriculum for Excellence 2007