Transcript Curriculum for Excellence (CfE): Lessons from the

Curriculum for Excellence (CfE):
Lessons from the Interactive
Whiteboard
Dr Jacqueline Nairn (University of St. Andrews)
&
Ginny Saich (Educational Development, OD)
Session Outline
• An overview of the Higher Education Academy CfE
Scholarship programme
• First-hand account of CfE observation and potential
implications for HE practice
o Jacqueline Nairn, University of St. Andrews, previously University of Stirling,
School of Natural Sciences
• Key messages from other reports of CfE observation and
potential implications for HE practice
o Ashley Fenwick & Greg Mannion, School of Education, University of Stirling
• Discussion of potential implications for personal HE
practice
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Curriculum for Excellence
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• The Higher Education Academy CfE Scholarship
Programme
o Strengthening Partnerships Across Scotland’s Education Sectors (SPASES)
• Observations of CfE in the Sciences
• Potential implications for HE practice
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“Outdoor learning, the Secondary Curriculum and
Implications for Initial Teacher Education”
by Ashley Fenwick
(School of Education, University of Stirling)
Employed professional dialogue/interviews with staff and pupils at two
secondary schools
o To obtain a secondary school perspective on outdoor learning within the
curriculum – what is the nature, and purpose of outdoor learning?
o To gain a better understanding of the learning opportunities and
challenges connected to outdoor learning curriculum development
within secondary schools
o To provide an opportunity to consider implications for ITE and the
student experience
o Employ professional dialogue/interviews with staff and pupils at two
secondary schools
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“Outdoor learning, the Secondary Curriculum and
Implications for Initial Teacher Education”
by Ashley Fenwick
(School of Education, University of Stirling)
Some of the commonalities identified across both case studies:
o Acknowledgement of favourable policy context linked to outdoor
learning
o Positive staff attitude towards greater role for outdoor learning and
leadership support for embedding outdoor learning opportunities
o Consensus that wider achievement (beyond exams) such as outdoor
learning should be recognised (potential links with HEAR?)
o Key individuals acting as champions for initiatives
o Challenges of timetabling structures and focus/priority on attainment and
examinable outcomes (latter more evidence in upper school)
o Interdisciplinary contexts were suited to outdoor learning
(Interdisciplinarity within HE?)
o Need for professional development on how to implement outdoor
learning effectively from a subject perspective (direct links to ITE)
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“Outdoor learning, the Secondary Curriculum and
Implications for Initial Teacher Education”
by Ashley Fenwick
(School of Education, University of Stirling)
General Implications for Higher Education:
o Contexts for learning
o Outdoor learning and HE disciplines
o Interdisciplinary opportunities
o Implications for ITE
o Teachers as learners
o Linking learning – Indoor and Outdoor spaces
o Placement opportunities
o Partnership opportunities
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“Career-long Professional Learning for Teaching Outdoors”
by Dr Greg Mannion
(School of Education, University of Stirling)
Employed small-scale professional inquiry process:
•
Interviews with range of staff at a secondary school
•
Attending workshops at a Scottish Natural Heritage ‘sharing good practice’
event for teacher educators on the career-long professional development of
teachers for outdoor learning and play
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“Career-long Professional Learning for Teaching Outdoors”
by Dr Greg Mannion
(School of Education, University of Stirling)
Examples of possible directions for enhancement:
• Build upon effective models emerging - sustained, partnership working
among local authorities, universities, schools and other providers
• Partnership between disciplinary departments and Schools of Education
(ITE)
• Mentoring, Peer-to-peer and collegial approaches
• Training targeted at addressing barriers to teaching outdoors
• Place and context flexibility
• Time and stage
• Greater partnership working
• Practice-orientations/working with learners
• Single-discipline, interdisciplinary and interdepartmental approaches
• Internships beyond placements
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Discussion
• What, if any, elements of the examples discussed
potentially relate to your own discipline?
• What changes, if any, do you envisage within your
own practice in light of CfE?
• What, if any, associated support do you consider
you may need?
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Contact Details
Dr Jacqueline Nairn
University of St. Andrews
Email: [email protected]
Ginny Saich
Organisational Development, University of Stirling
Email: [email protected]
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