Highland Seminars for Teachers Curriculum for Excellence Outcomes

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Highland Seminars for TeachersCurriculum for
Excellence Outcomes ExperiencesNumeracy
Literacy

• Eddie BroadleyArea AdviserLearning and Teaching
  Scotland

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Aims of the Day

• To provide an update on Curriculum for Excellence
• To provide a model for engagement with and
  interrogation of Outcomes and Experiences
• To establish an understanding of these outcomes
  and experiences by providing an opportunity to
  discuss and reflect upon them
• To promote dialogue and partnership among
  practitioners  
• To summarise any key issues for reporting back to
  Learning Teaching Scotland

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Teachers Wish List (i.e. The National Debate)
Reduce overcrowding More enjoyable Better connections between the stages Balance 'academic' and 'vocational' subjects
Broad range of experiences Skills for now and the future Assessment that supports learning More choice to meet needs
.
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Key developments 2007-08

• Publication of Skills Strategy Skills for
  Scotland
• Phased publication of draft Learning outcomes and
  experiences
• Curriculum architecture
• Consultation on SCQF levels 4 5
• Recognition of achievement
• Roll-out of GLOW

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ACfE, HMIE and curriculum flexibility

• LTS conferences
• March 2007

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How will HMIE react to curriculum flexibility?

• Is there a convincing rationale for change? Have
  all the angles been thought through?
• Has there been consultation with stakeholders?
• What is the anticipated impact on students? Which
  students?
• Is it working? How do you know?
• How does innovation relate to the schools aims?
  Clear to all?
• How is increased choice balanced with national
  entitlement?
• Has pupil maturity been taken into account?
• What is it going to lead on to?

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HMIE and achievement

• Extra curricular activities sporting, cultural,
  community, environmental, health
• Taking responsibility in schools and outwith
• Work and enterprise
• Progress in learning for all
• Personal and social development
• Life skills
• Teamwork
• Communication skills oral, written, visual,
  physical
• Critical thinking
• Creativity and enterprise
• Inter -personal skills
• Fitness and health
• Appreciation of diversity
• Citizenship

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Teachers are key

• to successful implementation of A Curriculum for
  Excellence.
• The quality of learning and teaching in every
  classroom and the inspiration, challenge and
  enjoyment which can come from teachers
  enthusiasm and commitment will be critical to
  achieving our aspirations for all young people.
  (p1)

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Broad general education

• The development of the four capacities
• Clear aspirations for each child across the
  curriculum
• The provision of literacy, numeracy, health and
  wellbeing
• Progression at transition stages

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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

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Cross-cutting themes

• Citizenship
• Enterprise
• Creativity
• Sustainable development

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Definition of the Curriculum

• The ethos and life of the school
• Curriculum areas and subjects
• Interdisciplinary projects and studies
• Opportunities for personal achievement

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• The curriculum needs to include space for
  learning beyond subject boundaries, so that
  learners can make connections between different
  areas of learning. Through interdisciplinary
  activities of this kind, young people can develop
  their organisational skills, creativity, teamwork
  and the ability to apply their learning in new
  and challenging contexts.
• A Curriculum for Excellence Progress and
  Proposals

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Links with other key developments

• Journey to Excellence
• HGI0S 3 QI 2.1 Learners experiences
• Leadership QI 9.3 Developing people
  partnerships

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Building the Curriculum 1

• Competence and confidence in literacy are
  essential for progress in all areas of the
  curriculum. Because of this, all teachers have
  responsibility for promoting language and
  literacy development.

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Building the Curriculum 1

• Every teacher in each area of the curriculum
  needs to find opportunities to encourage young
  people to explain their thinking, debate their
  ideas and read and write at a level which will
  help them to develop their language skills
  further.

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Building the Curriculum 1

• All teachers have responsibility for
  promoting the development of numeracy. With an
  increased emphasis upon numeracy for all children
  and young people, teachers will need to plan to
  revisit and consolidate numeracy skills
  throughout schooling.

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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

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Qualitatively different outcomes

• Outcomes should
• Specify the learning target
• Indicate/direct the selection of learning
  activity/approach and indicate purpose
• Allow evaluation of the learning outcome
• But
• Not constrain learning

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Social Studies Outcome

• I can source the different ways in which
  organisations can raise money and pay for goods
  and services in order to communicate the
  advantages and disadvantages of the main methods

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Health Promoting Activities

• School Snack Bar
• Five-a-side football tournament

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Visits and Visitors

• Bank employee
• Charity shop worker
• Entrepreneur
• Specialist

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Some related numeracy outcomes

• I can work collaboratively, making appropriate
  use of technology, to source and analyse
  information presented in a range of ways,
  interpret what it conveys

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Some related numeracy outcomes

• I can use the terms profit and loss in buying and
  selling activities and can make simple
  calculations for this
• I can source, compare and contrast different
  financial products, services and contracts and
  explain which offer best value to me

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Building the Curriculum 1

• With an increased emphasis upon literacy for
  all children and young people, teachers will need
  to plan to revisit and consolidate literacy
  skills throughout schooling and across the
  curriculum.

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Developing Literacy

• I can compose both short and extended non-fiction
  texts which convey information for a variety of
  purposes and audiences presented using different
  layouts.
• Pupils might write a letter, inviting a
  speaker (eg Bank employee) to visit, giving
  relevance to their learning. This could be done
  by hand, or word processed, also developing ICT
  skills

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What about Literacy?

• I can listen then
• make an active and relevant contribution and
  ensure that everyone has an opportunity to
  contribute
• respond to others in appropriate ways and
  encourage others to consider different points of
  view or alternative solutions

Pupils may listen to and take part in an invited
speakers discussion, developing informed
opinions on the information they receive
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What about Literacy?

• I can find, sort, select and reorganise
  information independently from a variety of
  sources to help tackle challenges, solve problems
  or form a balanced opinion
• Pupils might take notes during a speakers
  discussion, using these when asking questions or
  debating points raised

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4 Capacities

• Successful Learners
• Use literacy and numeracy
• Link and apply different kinds of learning
  in new situations
• Learn independently and as part of a group
• Responsible Citizens
• Make informed choices and decisions
• Develop informed, ethical views

• Confident Individuals
• Relate to others and manage themselves
• Assess risk and make informed decisions
• Effective Contributors
• Work in partnerships and in teams
• Apply critical thinking
• Communicate in different ways and in
  different settings

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• They (teachers) fully demonstrate the links with
  previous learning across the curriculum and
  real-life situations and make new learning
  meaningful (Journey to Excellence)
• Timetabling supports progression within
  curricular areas and links between areas of
  learning. (HGIOS 3)
• Teachers develop learners literacy and numeracy
  skills appropriate to the curriculum area.
  (HGIOS 3)

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Skills for Scotland A Lifelong Skills Strategy
...plan and organise
...work with others
...solve problems
The ability to
...think critically creatively
...use initiative
...lead
...to learn
...take risks
The Scottish Government, Edinburgh 2007
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• Approaches to Learning and Teaching
• Allow for choice
• Encourage independence
• Give children ownership
• Encourage children to explain their thinking
• Provide meaningful, relevant contexts, including
  the
• world of work
• Help children to make connections
• Embed principles of AifL

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This boy shows great originality which must be
curbed at all costs
Sir Peter Ustinov
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A Curriculum for Excellence 2007

• www.acurriculumforexcellencescotland.gov.uk