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Highland ACfE Seminar 4 Professional reflection, discussion and re-thinking

Highland ACfE Seminar 4 Professional reflection, discussion and re-thinking. Drumossie Hotel 18 th June 2007. Eddie Broadley Area Adviser LTS Bill Boyd Programme Manager LTS.

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Highland ACfE Seminar 4 Professional reflection, discussion and re-thinking

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  1. Highland ACfE Seminar 4Professional reflection, discussion and re-thinking Drumossie Hotel 18th June 2007 Eddie Broadley Area Adviser LTSBill Boyd Programme Manager LTS

  2. Area Advisers work with local Education Authorities on a wide range of local and national priorities these currently include: ACfE and Glow Health Promoting Schools Leadership GIRFEC International Education Assessment is for Learning Journey to Excellence English as an Additional Language Not in Education, Employment or Training Virtual Advisory Service

  3. Welcome and Introductions Café Conversation Overview of ACfE The Construction of Learning Outcomes Discussion workshop Session Plenary Programme

  4. Nationally, what do we want to do ? Desire to address: • overcrowding – too many initiatives • transitions and progression issues • balance between theoretical and applied KU & Skills • preparing young people better for lifelong • learning and employment • ensuring that assessment supports learning • increasing choice and personalisation

  5. 7 Principles • Challenge and enjoyment • Breadth • Progression • Depth • Personalisation and choice • Coherence • Relevance 4 Values • Wisdom • Justice • Compassion • Integrity 4 purposes/capacities • Successful learners • Confident individuals • Responsible citizens • Effective contributors

  6. Focus classroom practice upon the child and around the 4 capacities of education :(successful learners; confident individuals; responsible citizenship; effective contributors) Simplify and prioritise the current curriculum Encourage more learning through experiences Create a single framework 3-18 for the curriculum and assessment which supports it Big ideas of the ACfE programme

  7. Choose one of the Capacity Cards on your table. Reflect for two minutes on how you have recently demonstrated this capacity. Take one minute to introduce yourself and share this with your group. Café Conversation

  8. A flexible, local, curriculum so that young people become • successful learners • confident individuals • effective contributors • responsible citizens.

  9. Solve well known problems with transitions and progression issues including crossing the great divides

  10. Make the curriculum more relevant to pupils for the 21st Century

  11. Organising learning Organising learning through 8 curriculum areas - to provide breadth 3-18: • Health and wellbeing • Languages • Mathematics • Science • Social studies • Expressive arts • Technologies • Religious and Moral Education provide breadth Cross Cutting themes Citizenship Enterprise Creativity Sustainable development

  12. Level Experiences and outcomes for most children Levels of Achievement EarlyIn pre-school and in Primary 1 FirstBy end of P4, but earlier for some SecondBy end P7, but earlier for some ThirdIn S1-S3, but earlier for some FourthFourth level equates to SCQF Level 4 General SeniorIn S4-S6, but earlier for some

  13. The curriculum should be thought of as providing learning outcomes & experiences not only from…… 1. Curriculum areas & subjectsbut also including learning through 2. Ethos and life of the school 3. Interdisciplinary projects and studies 4. Opportunities for personal achievement Proposals: looking at the curriculumdifferently through the 4 contexts for learning -

  14. Assessment is for Learning programme Proposals for consultation on future landscape of assessment, qualifications and recognition of wider achievement - from Summer 2007 Future options at SCQF 4 and 5 will build upon the best of Standard Grade and Intermediate Access, Higher and AdvancedHigher to be retained as points of stability, but amended Assessment & Qualifications

  15. Vision for Scotland’s children Healthy Achieving Active Included Safe Respected Nurtured Responsible successful learners confident individuals To enable all young people to be responsible citizens effective contributors Achievement and Attainment Learning for Life Inclusion and Equality Framework for Learning Values and Citizenship National Priorities Assessment is for Learning – Determined to Succeed – Citizenship- Sustainable Education, etc

  16. 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)

  17. Languages “All teachers have responsibility for promoting language and literacy development. Every teacher in each area of the curriculum needs to find opportunities to encourage children and 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”. Building the Curriculum 3-18

  18. “Teachers need staging posts for charting progress, for reporting to parents and to assist planning. We also need clear national expectations of progress and attainment. To reflect the broader definition and purposes of the curriculum we are proposing a different way of describing progression.” Progress and Proposals

  19. be inclusive be progressive impact on classroom practice and learning embed cross-curricular aspects reflect the 4 capacities be written in clear English Writers’ Guide Outcomes and Experiences………………must

  20. be a revision of 5-14 be written in the form of assessment criteria constrain learning Writers’ Guide Outcomes and Experiences………must not

  21. Planet Earth Learning Outcomes 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 a wildlife area Re-shaping outcomesWork in progress

  22. Version 1: Level 3 I can describe how plants produce their own food through photosynthesis Version I,000,001 From investigations on the process of photosynthesis I can contribute to a presentation on why plants are vital to sustaining life on Earth, and can evaluate other presentations Planet Earth Learning Outcomes

  23. Level 4 – depth of study I can investigate the environmental factors for growing plants in order to understand how to help feed the Earth’s population Planet Earth Learning Outcomes

  24. “The curriculum areas should provide a basis for learning and the development of skills across a broad range ofcontexts. 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

  25. Curriculum described through experiences and outcomes which promote the development of the 4 capacities Learners at the core of the curriculum – role for pupil voice? Less rushing through levels, more time for study in depth Emphasis on literacy, numeracy and health and wellbeing Wider achievement and raised attainment for all young people Curriculum ‘Architecture’ What do we know?

  26. Interdisciplinary projects and studies Queensland : Rich Tasks Rich tasks allow schools to promote learning across a wide range of contexts and well planned experiences, with opportunities for diversity of approach according to local circumstances. Concept-based studies such as rich tasks, emphasise intellectual rigour to ensure depth and progression in learning.

  27. Learning would take place in a range of contexts and use a range of methods. ….Students would be involved in doing as much as in thinking or knowing. Students would focus particularly on learning to make connections between different contexts. … Skills would be revisited and practised over time, so that knowledge gained earlier in an educational career could be applied creatively to new problems. Students would gain depth of understanding in a number of disciplines, or domains of knowledge, including traditional academic subjects. They would also learn explicitly how to combine interdisciplinary knowledge in completing a project goal. The Creative Age - Knowledge and Skills for the New Economy.DEMOS 1999. What might a future curriculum look like?

  28. Primary Simplification and prioritisation of the curriculum Assessment that supports learning Focus to be more on outcomes rather than on ‘inputs’, with recommended time allocations being discontinued Active play in P1 What might be different?

  29. Secondary Scope for different approaches to curriculum design in S1-3 Assessment supports learning (AIFL) Planned opportunities for recognising wider achievements and interdisciplinary activities Curriculum areas to be revised and enriched Scope to plan for S4-6 as a single stage What might be different?

  30. Early Years (Nursery-P1) work Common focus for planning across all departments, for a specified time e.g. Biggar HS; Trinity Edinburgh; Braidhurst NL Choice of electives in S1/S2 e.g. Grange, Auchinleck & Doon Academies Interdisciplinary projects for a short period of time e.g. ‘rich’ or ‘big’ tasks Personal learning projects for individuals e.g. East Lothian Extreme Learning Grantown PS - Science Dornoch Academy - Ice cream Kinlochbervie HS, Mallaig HS – S3-6 curriculum Bishop’s Park College, Essex – themed curriculum A mix of integrated and discrete subjects e.g. Dyce Academy and Victoria, Australia Long blocks of learning such as 3 periods a day to allow flexibility, depth and personalisation e.g. Victoria; a few English schools Some design approaches from here …and there

  31. Workshop activity

  32. Reflective Questions to consider: The 4 Capacities Principles of Curriculum Design OR Cross cutting themes and Inter-disciplinary working Transitions discussion Facilitated Discussion Session

  33. Publication of learning outcomes and experiences: phased approach Pilot projects in all education authorities Consultation with the profession: - SQA SCQF Levels 4 and 5 - Recognising achievement Glow: networking opportunities Advice: a range of BtC and guidance Next Steps: 2007-2008

  34. Publications and advice…….. Publications to date e.g. Reflection Kit, Progress & Proposals, Building the Curriculum 1: published Nov 2006 Planet Earth Learning Outcomes: published March 2007 Active Learning in the Early YearsBtC2: published March 07 ACfE Newsletter 5: Spring 2007 Advice coming: • Curriculum architecture and design • Learning Outcomes for Num, Sciences, MEFL • The Role of the Teacher • Interdisciplinary activities • Cross cutting themes (including Literacy & Numeracy) • Guidance on strategies for ITE and CPD • Learning Outcomes for all other Curriculum Areas • Recognising achievement • Assessment • Qualifications

  35. Shape the curriculum of the future Think and act creatively in their own setting Be part of the solution to the issues raised in the development of ACfE Make time of opportunity for teachers and other educators to:

  36. SETT 2007 19/20th September

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