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A Curriculum for Excellence Outcomes and Experiences Seminars May 2007

A Curriculum for Excellence Outcomes and Experiences Seminars May 2007. Learning and Teaching Scotland Area Advisers Team. Programme of the Day.

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A Curriculum for Excellence Outcomes and Experiences Seminars May 2007

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  1. A Curriculum for ExcellenceOutcomes and Experiences SeminarsMay 2007 Learning and Teaching Scotland Area Advisers Team

  2. Programme of the Day Wednesday 16thMayShawbost Old School, Lewis09:45-10:00 Registration & Refreshments10:00-10:55 ACfE National update10:55-11:20 Activity 1 Outcomes & the 4 Capacities11:30-11:45 Coffee11:45-12:20 Activity 2 Outcomes and the Principles of Curriculum Design12:20-13:20 Cosmic Dome 13:20-14:00 Lunch14:00-14:40 Activity 3 Outcomes, Cross-cutting themes and Inter-disciplinary work14:40-15:00 Activity 4 Implications15:00-15:15 Plenary

  3. Programme of the Day Thursday 17thMayNunton Steadings, Benbecula09:35-09:50 Registration & Refreshments09:50-10:45 ACfE National update10:45-11:10 Activity 1 Outcomes & the 4 Capacities11:10-11:25 Coffee 11:25-12:00 Activity 2 Outcomes and the Principles of Curriculum Design12:00-12:50 Lunch12:50-13:50 Cosmic Dome13:50-14:30 Activity 3 Outcomes, Cross-cutting themes and Inter-disciplinary work14:30-14:50 Activity 4 Implications14:50-15:05 Plenary

  4. A Curriculum for ExcellenceOutcomes and Experiences SeminarsMarch 2007 Learning and Teaching Scotland Engagement Team

  5. Area Adviser Local Authority Groupings Eddie Broadley Western Isles Highland Orkney Western Isles Shetland Perth & Kinross Pat Campbell Fife Clackmannanshire Stirling Falkirk North Lanarkshire Peter Eavers Aberdeen City Aberdeenshire Moray Angus Dundee Joanne McLauchlan Argyll and Bute Dumfries and Galloway East Renfrewshire North Ayrshire South Ayrshire East Ayrshire Norman Emerson East Lothian Midlothian Scottish Borders West Lothian Edinburgh South Lanarkshire Peter Kormylo Glasgow East Dunbartonshire West Dunbartonshire Renfrewshire Inverclyde

  6. 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 • Assessment is for Learning • Journey to Excellence • English as an Additional Language • Not in Education, Employment or Training • Virtual Advisory Service

  7. The fun and easy way to Create professional-quality architecture Preface by Prof I M Auphill A Curriculum for Excellence Values, Purposes and Principles explained A reference for normal mortals Nora Morra and Gerra Way Authors of “From here to infinity” & “Gone in the wind”

  8. Determination

  9. Is it time to change to ACfE? • Yes its high time! • No we don’t need any more initiatives!

  10. Purposes of this session • To explain the writers' criteria for the construction of Curriculum Outcomes and Experiences • To establish an understanding of the outcomes and experiences by providing an opportunity to discuss and reflect upon them • To promote dialogue and partnership among practitioners   • To help develop strategy, build capacity and trial approaches to engagement at national and EA level

  11. 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)

  12. Big ideas of the ACfE programme • 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

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

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

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

  16. Organising learning Organising learning through8curriculum 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 Literacy and numeracy

  17. Levels of Achievement • Level Experiences and outcomes for most children 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

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

  19. p15,Progress and Proposals 2006 “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.”

  20. What might a future curriculum look like? 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.

  21. Learning Outcomes & Experiences • The work of seconded teachers writing • To embed the values, purposes & principles • Ensure coherence with other curricular areas • Embed cross-cutting themes

  22. Quality Assurance Procedures in LTS: • Critical Friends groups (internal & external) • Team Leader meetings • Area Advisers • Programme directors • Programme board in SEED: • Reference groups You are part of this process!

  23. Implications • Role of the teacher • Shift from prescription about detail of the curriculum towards more scope for professional judgement and creativity • Teachers who exemplify the 4 capacities • Teachers for excellence

  24. A Curriculum for ExcellenceThe Writing ProcessOutcomes and Experiences SeminarsMay 2007 Scottish Executive Education Department Curriculum for Excellence Programme

  25. Simplifying and prioritising “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

  26. streamline content and reduce detail more freedom to teach in innovative and creative ways

  27. How do we promote good learning? • Applying what we know from experience and research on learning and effective teaching methods • Through the construction of outcomes for learning

  28. 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

  29. Within an outcome! Skills Declutter Show progression Methodology Purposes of science education ACE Capacities Allow cross curricular work Active Teach for understanding Increase cognitive demand Big areas of contemporary science

  30. Re-shaping outcomesWork in progress 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

  31. Energy in the Environment Communications Planet Earth Materials Force and Motion Body and Health Our Physical World Our Living World Process of Science Enquiry Our Material World

  32. Capitalising on the power of ICT Interactive database • Selecting and blending outcomes • Tracking outcomes taught • Support for each outcome

  33. Workshop activity

  34. Facilitated Discussion Session Reflective Questions to consider: • The 4 Capacities • Principles of Curriculum Design • Cross cutting themes and Inter-disciplinary working • Recommendations for outcome writers

  35. How attentive and on task do you feel right now? • With you all the way • Pretty much on the ball • Your starting to lose me • Help I’m lost

  36. Next Steps • Further focussed events in 2007-2008 to develop and encourage local engagement • Local development of Curriculum for Excellence practices to underpin learning and teaching in our schools and early years establishments

  37. “Only those who will risk going too far can possibly find out how far one can go”T S Eliot

  38. A great philosopher once said…..you need 3 things for a happy life….. A meaningful relationship A job worth doing To make a difference

  39. Evaluation

  40. To what extent did this day meet your expectations? • Unsatisfactory • Weak • Adequate • Good • Very good • Excellent

  41. How would you evaluate the venue? • Unsatisfactory • Weak • Adequate • Good • Very good • Excellent

  42. Is it time to change? • Yes its high time! • No we still don’t need this initiative!

  43. Thank You You can leave any other comments and ideas at https://western-isles-acfe.wikispaces.com

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