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Curriculum for Excellence

Curriculum for Excellence. Implementation across CLDS adult learning In the Scottish Borders. Oonagh McGarry CLD Officer (Adult Learning). CfE. Familiarisation The four capacities Experiences and Outcomes Ongoing CPD. CfE Familiarisation.

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Curriculum for Excellence

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  1. Curriculum for Excellence Implementation across CLDS adult learning In the Scottish Borders Oonagh McGarry CLD Officer (Adult Learning)

  2. CfE • Familiarisation • The four capacities • Experiences and Outcomes • Ongoing CPD

  3. CfE Familiarisation • Reading (CfE, Principles and Practice papers for cross cutting themes, Building the Curriculum 3,4 & 5) • SBC introductory training by CfE Project Officers • HMIe CLD partnership development days • HMIe development days for school and CLD staff • CfE and adult learning (joint training with Midlothian) • CLD staff meetings • Education Scotland Literacy and Numeracy across Learning for non subject specialists Ongoing……….

  4. Getting to grips with the four capacities Practitioners developed a working knowledge by matching real learner outcomes to: • Confident individuals • Successful learners • Responsible citizens • Effective contributors

  5. Literacies ILP reviews Tell us about the changes you have experienced as a result of learning: Use the Measuring Progress form to help you here. Compare with the form you used at the start of this ILP. Changes in Your Confidence: Changes in yourself as a learner: ( how you learn, your motivation to learn, making decisions about learning, new skills, how you use your learning in everyday life etc…) Practitioners then record CI, SL, RC, EC

  6. CBAL Individual and group Learning Plan reviews Learners report: • What have I learnt? (SL) • What three things will I do differently now? (all) • What will I do next (all) Learners rate changes in their confidence to: • Learn new things, asking for help (SL) • Talk in a group (EC) Learners use Measuring Progress form to report: • Increased confidence (CI) Practitioners then record CI, SL, RC, EC

  7. Experiences and Outcomes • Literacy Across Learning • Numeracy Across Learning • Health and Well Being Across Learning

  8. Experiences and Outcomes • Youth work staff incorporating Es and Os in planning • Adult learning more of a challenge as these are geared towards children/young people and assigning levels sits at odds with the social practice model However………

  9. Family Learning: creche “stay and play” • CLD worker supported creche worker to develop routines, use of singing rhymes and storytelling in “stay and play” sessions • Worker identified CLD learning outcomes at the planning stage and also identified appropriate health and well being outcomes which she “adapted” to fit this learning opportunity……….

  10. Family Learning: creche “stay and play” • Creche worker and parents know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As they develop and value relationships, they care and show respect for themselves and others (HWB all levels-05a) • Children and parents will enjoy regular opportunities to participate in different kinds of energetic play within creche setting and hopefully repeat activities at creche/home on a regular basis (HWB0-25a)

  11. Creche “stay and play”: what the learners said “They love interacting with other children and joining in with the action songs. Lots of variety /toys/ books etc. Very welcoming.” (childminder) HWB0-25a, 05a

  12. Creche “stay and play”: what the learners said “Ross looks forward to creche, mixing with other children and playing with them. Since we started singing and dancing at creche, he is dancing more with the television. From a personal point of view I feel that Ross has become more independent.” (Mum) HWB0-25a, 05a

  13. Benefits of using Es and Os in adult learning • CLD practitioners develop shared language with school staff which supports planning of partnership work • Es and Os encourage practitioners to be specific about the skills required to achieve social practice goals eg “I want to read information from the school and respond if needed.”

  14. Ongoing CPD • Practitioner working sessions • Developing use of Es and Os, where appropriate, alongside CLD outcomes • Practitioners undertake joint training with school staff in learning communities • Monitor and review

  15. Adult Learning in the Scottish Borders Oonagh McGarry CLD Officer Langlee Complex, Marigold Drive Galashiels TD1 2LP Tel: 01896 755110 Email: omcgarry@scotborders.gov.uk

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