Transcript Document
A Curriculum for Excellence Routes for Learning study day February 2007 Jessie Wojciechowski Professional Adviser The Scottish Curriculum: now • Non-statutory: based on guidelines and guidance with much scope for flexibility • Different parts developed separately: • 3-5 • 5-14 Elaborated 5-14 • 14-18: Standard Grade, Access, Intermediate, Higher Advanced Higher, vocational qualifications • A strong curriculum in world terms, needing updated Proposals: Looking at the curriculum differently • Single framework 3 – 18 • Promote learning across a wide range of contexts and well planned experiences • More than curriculum areas and subjects, also – Ethos and life of the school – Interdisciplinary projects and studies – Additional opportunities for personal achievement • Equip young people with high level of literacy and numeracy skills successful learners confident individuals with •enthusiasm and motivation for learning •determination to reach high standards of achievement •openness to new thinking and ideas with •self respect •a sense of physical, mental and emotional wellbeing •secure values and beliefs •ambition and able to •use literacy, communication and numeracy skills •use technology for learning •think creatively and independently •learn independently and as part of a group •make reasoned evaluations •link and apply different kinds of learning in new situations and able to •relate to others and manage themselves •pursue a healthy and active lifestyle •be self aware •develop and communicate their own beliefs and view of the world •live as independently as they can •assess risk and take informed decisions •achieve success in different areas of activity To enable all young people to become responsible citizens effective contributors with •respect for others •commitment to participate responsibly in political, economic, social and cultural life with •an enterprising attitude •resilience •self-reliance and able to •develop knowledge and understanding of the world and Scotland’s place in it •understand different beliefs and cultures •make informed choices and decisions •evaluate environmental, scientific and technological issues •develop informed, ethical views of complex issues and able to •communicate in different ways and in different settings •work in partnership and in teams •take the initiative and lead •apply critical thinking in new contexts •create and develop •solve problems Principles for Curriculum Design • • • • • • • Challenge and enjoyment Breadth Progression Depth Personalisation and choice Coherence Relevance Activities to date • • • • • Research Advisory groups, ASN Early Years ASN post at LTS Team leaders writers have visited special schools Engagement with teachers on values, purposes and principles • Designing the main features of the new Scottish curriculum 3 to 18 • LTS writers working on outcomes Building the curriculum 1 Guide to writers 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 Within an outcome • Declutter • Show progression • Cross curricular connections • Teach for understanding • • • • Methodology Active Skills Increase cognitive demand successful learners challenges and enjoyment breadth confident individuals progression depth responsible citizens personalisation and choice coherence effective contributors relevance “… schools will need to look beyond their own expertise and resources so that their students can have access to suitable provision.” The Assessment Triangle The Whole Child: Physical, social, educational, emotional, spiritual and psychological development What does this mean for children and young people with additional support needs? • Building on good practice • One curriculum for all • The four capacities are for all children and young people • Teachers using their professional judgements • Partnership working Finding the familiar Proposed Curriculum 3-18 Current organisers of Curriculum • Language and Communication • Languages • Understanding and Relating to the Environment • • Expressive Arts • Expressive Arts • Personal and Social Education • Health and Well Being • Functional movement • Health and Well Being Expressive Arts • RME • Religious and Moral Education Science, Mathematics, Social Studies, Technologies Next steps 2007 March Building the Curriculum (2) – Early years paper Spring Experiences and outcomes available for consultation - a sub set of Science Experiences and outcomes available in all curriculum areas Summer 2007-2008 Consultation and next phase of CPD From Aug 2008 Adoption/implementation