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Curriculum Cohesion

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... there are different types of experience to enable learning across the curriculum. ... Link . . . . Curriculum S1 model (See Word Document on Web Site) ... – PowerPoint PPT presentation

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Title: Curriculum Cohesion


1
Curriculum Cohesion
  • Design, Development and Delivery

2
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3
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4
Scottish Education Department
  • It is quite impossible to treat subjects of the
    curriculum in isolation from one another if
    education is to be meaningful to the child.
  • 1965!
  • A Curriculum for Excellence?

5
The Intelligent School
  • The curriculum needs to be planned in a way that
    achieves richer learning experiences for pupils.
    Such planning needs to ensure that there are
    different types of experience to enable learning
    across the curriculum.
  • MacGilchrist, Myers Reed

6
The Intelligent School
  • In our experience, in spite of the best efforts
    of their teachers, many pupils are bored with the
    curriculum and find school an irrelevant
    experience.
  • We know that some pupils are motivated to
    continue with their studies even if they are not
    engaged with the work.

7
The Intelligent School
  • For a significant number, when faced with a
    record of failure through the assessment system
    and a curriculum that appears to have no
    relevance to their lives, they are more likely to
    switch off, truant or be disruptive.

8
Improving Scottish Education 2006
  • recent and continuing societal and technological
    changes now present new needs and challenges.
  • The curriculum must evolve to meet learners and
    societys needs in the less certain world of the
    21st Century.

9
Improving Scottish Education
  • Recently, awareness in schools of the need for
    the curriculum to be appropriate for individual
    learners has become more acute.
  • Links disengagement to weaknesses in learning
    and teaching in some schools.

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11
Considerations . . . . . .
  • What we teach
  • What is learned
  • How it is organised
  • How it is taught
  • How it is learned

12
Impact on schools. . .
  • The document has profound implications for what
    is learned, how it is taught and what is
    assessed.
  • Peter Peacock,
  • Foreword to A Curriculum for Excellence

13
Curriculum Principles
  • Challenge and enjoyment
  • Breadth
  • Progression
  • Depth
  • Personalisation and choice
  • Coherence
  • Relevance

14
Implications for S3 6 . . . . .
  • Subject based courses and exams likely to remain
    the main provision for most pupils
  • Increased emphasis on vocational education
  • Enrichment activities

15
Implications for S1 - 2
  • HMIE views of S1 2
  • Lack of pace and challenge
  • Fragmented curriculum
  • Building on prior learning

16
Curriculum Groupings and Faculty Structures
  • Health and Wellbeing
  • Languages
  • Maths
  • Sciences
  • Social Studies
  • RME
  • Technologies
  • Expressive Arts
  • Health
  • English
  • Modern Languages
  • Maths
  • Science
  • Humanities
  • Business and ICT
  • Technological Education
  • Creative Arts

17
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18
Organising the S1 Curriculum
  • Use ACfE organisers / Faculties
  • Faculty structure geared towards promoting
    cohesion and effective learning and teaching
  • Start from where we are
  • Build capacity over time
  • Build in cross-cutting themes

19
Organising the S1 Curriculum
  • Easier to link with P7 Curriculum
  • Easier to build on prior learning?
  • Flexible can be replicated in S2 or not as a
    school and its stakeholders decide
  • Greater possibility of a P7 S1 coherent
    curriculum

20
Practical examples . . . .
  • Collaborative approaches to Assessment (and AIFL)
    in Social Subjects
  • Creative Arts showcase
  • Thinking skills / Philosophy in S1
  • Delivery of problem solving and ICT through
    Technological Education
  • Health Promoting events involving HE / PE /
    Active Schools / PSE / partner agencies
  • Tracking of pupil attainment across P6 S2

21
Link . . . .
  • Curriculum S1 model (See Word Document on Web
    Site)
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