Date

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Venue
Date
Dr Joyce Henderson Team Leader for Science,
Social Studies and the Technologies Trevor Gray
Patrick Carson Development officers
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Programme of the Day

• The philosophy of Curriculum for Excellence
• An introduction to the social studies and
  expressive arts experiences and outcomes
• Making connections across the experiences and
  outcomes

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Currently available making the best use of
guidance ?
Draft Learning Experiences and Outcomes
Building the Curriculum2
Building the Curriculum1
Starter and Reflective Tool Kits
Progress Proposals
Sept 2007 June 2008
The Curriculum Review Group
March 2007
Nov 2006
April 2006
March 2006
Nov 2004
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• 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

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So whats different?

• 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

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How learning is organised

• Curriculum Areas
• Expressive arts
• Health and well being
• Languages
• Mathematics
• Religious and moral education
• Science
• Social studies
• Technologies

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Proposed achievement framework
Level Experience and outcomes for most children or young people
early in pre-school and in primary 1
first by end of P4, but earlier for some
second by end of P7, but earlier for some
third in S1 S3, but earlier for some
fourth fourth level broadly equates to SCQF 4
senior in S4 S6, but earlier for some
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Why engagement is important

• LTS will use the results of this research to
  identify aspects of the draft materials which
  need to be changed or augmented, ensuring that
  the contribution of the trialling work is fully
  considered as part of transformational change.
• Curriculum for Excellence Outcomes and
  Experiences Engagement Strategy

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Types of Engagement

• 1. Online and paper questionnaires
• 2. Trialling
• 3. Focus Groups
• 4. Events following publication

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Quality Assurance process
Writing Team
Internal Programme Board
Quality Assurance
Validation Group
Management Board for sign off
Publication
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• The task is to produce a curriculum framework
  of experiences and outcomes that will describe
  the expected learning experience of each child
  and young person from Early to Fourth Level.
• Curriculum Design
• Commissioning Statement
• (Summer 2006)
• (use slide 6 from core script)

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Social studies

• The lines of development are
• People, past events and societies
• People, place and environment
• People in society, economy and business

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People, past events and societies

• Essences
• Heritage
• Scotland
• Lifestyles
• Individuals and events
• Conflict
• Chronology

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People, place and environment

• Essences
• Landscapes
• Natural disasters and extreme events
• Care of the environment
• Land use
• Journeys
• Local community
• Weather and climate
• Human/physical interaction
• Maps and mapping

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People in society, economy and business

• Essences
• Needs and wants
• Rules, rights and responsibility
• Participation and decision making
• Comparative lifestyles
• Business and enterprise

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Unpacking an outcome
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Functional areas of business
Why businesses fail
By exploring a business environment and how it is
organised, I can gain an understanding of the
role of departments and personnel, evaluating how
they contribute to the success or failure of the
business. (Fourth level)
Different organisational structures
Private sector organisations
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The importance of collaboration

• Learning is best accomplished when information is
  presented in meaningful, connected patterns since
  this is how children encounter subjects in the
  real world combined in one activity.
• The greatest enemy of learning is coverage. As
  long as you are determined to cover everything
  you guarantee most children will understand
  nothing. (Howard Gardiner)

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• Practitioners are the key to successful
  implementation of Curriculum for Excellence.
• The quality of learning and teaching in every
  setting and the inspiration, challenge and
  enjoyment which can come from practitioners
  enthusiasm and commitment will be critical to
  achieving our aspirations for all young people.
• Building The Curriculum 1 (Page 1)

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Approaches to Learning and Teaching

• provide active learning opportunities
• allow for choice
• encourage independence
• give children and young people ownership
• encourage children and young people to explain
  their thinking
• help children and young people to make
  connections and transfer their learning to new
  situations

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Approaches to Learning and Teaching

• provide meaningful, relevant contexts, including
  the world of work
• embed principles of Assessment is for Learning
• literacy, numeracy and aspects of HWB being the
  responsibility of all
• use of resources within and beyond the school
• collegiate leadership

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Implications for my professional practice

• Review current practice to
• - identify what already is in place to
  deliver good practice
• - identify aspects to develop further
• Discuss and plan for the implementation of
  learning experiences and outcomes
• Trial learning experiences and outcomes in the
  classroom
• Pilot innovative learning and teaching approaches
  

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Workshop activity

• Feedback on the experiences and outcomes

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Contact details

• Dr Joyce Henderson
• jo.henderson_at_LTScotland.org.uk
• Tel [phone]
• Patrick Carson
• p.carson_at_LTScotland.org.uk
• Tel [phone]
• Trevor Gray
• t.gray_at_LTScotland.org.uk
• Tel [phone]

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Workshop Activity

Making connections within Social Studies
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People in society, economy business
People, past events societies
By exploring the diversity of cultures, values
and customs in Scotland, I begin to understand
the nature of our multicultural society and can
discuss the issues around this. SOC 218N By
comparing the lifestyle and culture of citizens
in another country with those of Scotland, I can
discuss the similarities and differences. SOC
220Q
By exploring places, investigating artefacts and
discussing the past, I can interpret historical
evidence to help build a picture of Scotlands
heritage. SOC 201A I can investigate a Scottish
historical theme to discover how past events or
the actions of individuals or groups have shaped
Scottish society. SOC 202B I can describe the
contribution individuals from the past made
during their lives, locating them in time, and
explain the influence of their actions then and
since. SOC 204E
Scottish Identity
People, places environment
Having explored my local area, I can use my
discoveries to prepare a guide showing different
places live, work and relax and interesting
places to visit. SOC 211G