Planning for Curriculum for Excellence

1. Planning for Curriculum for Excellence • Workshop Overview • Snapshot of current CfE Planning in your schools • CfE Planning Guidance – quick reminder of central tenets • The role of MFL in delivering cross-cutting themes • Possible approaches and next steps

2. Planning for Curriculum for Excellence 'The word framework is absolutely critical in terms of understanding what the document is. Unlike previous curriculum documents and curriculum reforms, 'Building the Curriculum 3' does not provide a centralised model that teachers can take out of the pages and apply across Scotland. What it does is it defines a new landscape for curriculum planning - it's now up to the profession to use that framework to supply the details.' George Smuga, Professional Adviser,Scottish Government Curriculum Division

3. For discussion 1) What kind of planning for CfE is currently taking place in your school/authority? 2) Within these plans, what provision is being made for MFL? 3) How different/similar is this provision to the current situation?

4. Principles for Curriculum Design challenge and enjoymentbreadthprogressiondepth personalisation and choice coherencerelevance

5. Including:literacy across learningthinking skills across learninghealth and wellbeing across learningpersonal learning planningworking with others skills for enterprise and employabilityBTC 4 Central Tenets: Skills for Learning, Life and Work

6. International Education • “Learning in an international context is an essential dimension of the broad general education which is designed to equip young people to meet the challenges of the 21st century….” BTC3 • “At its best, a curriculum which includes planned opportunities for learning in an international context can enable children and young people to become more outward looking and confident about themselves and their nation, be more skilled and competent users of world languages….” • Introduction by Graham Donaldson to International Education: responsible, global citizens, HMIE Learning Together Series

7. Introductory Statements (2):Literacy across the Curriculum I learn to reflect on and explain my literacy and thinking skills, using feedback to help me improve and sensitively provide useful feedback for others. I engage with and create a wide range of texts in different media, taking advantage of the opportunities offered by ICT. I develop my understanding of what is special, vibrant and valuable about my own and other cultures and their languages. I communicate, collaborate and build relationships. I explore the richness and diversity of language, how it can affect me and the wide range of ways in which I and others can be creative. I extend and enrich my vocabulary through listening, talking, watching and reading. Discuss: In what ways can MFL contribute? 7

8. The open-ended nature of the experiences and outcomes allows for creativity and flexibility and allows primary teachers to focus on teaching methodologies for skills development and for a deeper understanding without having to plan for too much content/topic coverage. The framework supports secondary teachers in liaising closely with primary teachers to build not only on what has been achieved but also on the learning experiences with which children and young people will be increasingly familiar. Key pointers from the Principles and Practice Paper (1): Primary MFL and transition to Secondary

9. Key pointers from the Principles and Practice Paper (2): Enterprising Approaches and Global Citizenship The study of a modern language has a unique contribution to make to the development of cultural awareness as it provides children and young people with a means of communicating directly with people from different cultures, enhancing their understanding and enjoyment of other cultures and of their own. They gain insights into other ways of thinking and other views of the world and therefore develop a much richer understanding of active citizenship.

10. Summing Up: what needs to be considered at planning stage Principles of Curriculum Design Literacy, Numeracy, Health and Wellbeing Skills for Learning, Life and Work International Education/Global Citizenship Interdisciplinary Learning And of course, the Os and Es! And now it’s over to you….

11. Group Task Two possible approaches Focussing on S1 (think about what material/coursebooks etc you would normally be using) Group A: auditing current provision based on a sample of Os and Es/cross-cutting themes Group B: auditing current provision based on the Curriculum Design Principles/cross-cutting themes Together discuss the benefits and limitations of each approach. How can they complement each other? Next steps: Based on today’s discussion, write down 3 key areas which could be the basis of an action plan for MFL planning in your school.

12. ACTIVITY – group A • 1) Look at the Outcomes on the attached sheets. Choose one or two from each organiser, think about the following and make notes in the spaces provided: • 2) Does current practice provide learners with the opportunity to achieve this particular Outcome? • 3) If so, in what ways? (Note down the kind of classroom experiences you design. You can refer to course books or other resources). • 4) Now look back at your notes and consider if/where your examples of current practice provide opportunities for the cross-cutting themes/interdisciplinary work noted below: • a) Using language in real situations/for relevant purposes in work or leisure, or using enterprising approaches (skills for life and work ) • b) Cultural Awareness/global dimension c) Cross-curricular work/liaison with other departments

13. ACTIVITY – Group B • Based on the CfE Curriculum Design Principles , carry out a critical assessment of current practice (both in terms of resources and methodology), making notes in the spaces provided • 2) Now look back at your notes and consider if/where your examples of current practice provide opportunities for the cross-cutting themes/interdisciplinary work noted below: • a) Cultural Awareness/global dimension • b) Using language in real situations/for relevant purposes in work or leisure, or using enterprising approaches (enterprise and employability) • c) Cross-curricular work/liaison with other departments

14. Conclusion: keys to successful planning • starting point is what children and young people will learn – not a textbook or ICT package • Collaboration: other departments / feeder primaries • Audit of current provision: • Identification of areas that need strengthening or removing • Identification, sharing and celebration of current good practice • Cautious use of templates • Every element must stand the test of the Curriculum Design Principles