Transcript Universities and Curriculum for Excellence

Universities and Curriculum for
Excellence
Grant Jarvie
Cathy Macaslan
Part One : Key Themes
• What is the state of play with Curriculum for
Excellence?
• How have the enhancement themes articulated with
Curriculum for Excellence?
• How do universities continue to balance excellence
with domestic responsibility?
• Why should universities be involved/work with
Curriculum for Excellence?
• Curriculum for Excellence does not exist in isolation
Curriculum for Excellence state of play
• 10th February 2010
• Education, Life-Long Learning and Culture
Committee
• 25th February 2010
• Chamber debate and motion on Curriculum
for Excellence
Enhancement, Curriculum Reform and Universities
• In the context of this conference it is
important not to underestimate the evolving
impact of the enhancement themes. They
have provided frameworks for developing
aspects of university learning, teaching and
the student experience which are not too far
removed from what Curriculum for Excellence
developments are attempting to put in place.
Why should Universities be involved?
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The grant letter from SFC
Work with and influence government (s)
National change agenda and universities have a lot to offer
It is not likely to go away
Scottish student expectations
Subject content and admissions criteria to university.
CPD opportunities and challenges
Transition into university and social mobility
Other
Curriculum for Excellence does not exist in isolation
• Curriculum for Excellence of course does not
exist in isolation from either the broader
forces that are impinging upon the university
sector or from the many other things that
universities do.
Part One : Key Messages
• Universities are well placed to add support and
capacity building to Curriculum for Excellence
• Universities are Curriculum (s) for Excellence
• Curriculum for Excellence does not operate in
isolation
• Balanced excellence and domestic responsibility
• Narrowing the gap, life chances and future
aspirations
• Letting universities prosper creates winners all
round
Part Two : Key Themes
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Why Change?
What is changing?
How will it be better?
What will it mean for learners?
How can it enhance learning and teaching in
Higher Education?
Why change?
• 2002: National Debate on Education
• 5-14 yr olds: frame of reference
• Young people: better equipped for a modern
economy and society
• 2004: Curriculum for Excellence
• 2007: OECD “ Quality and Equity of Schooling
in Scotland”
Who does it affect?
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All those aged 3-18 yrs
All those teaching in that age range
Parents
Employers
Higher Education sector
College sector
What’s happening?
• 2010 -All schools will begin to implement.
• 2010- First students with Baccs
• 2012 -Recruitment based on new quals and
experiences
• 2014- First students from 5th Year
• 2015- First students from 6th year
New qualifications
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Adv Higher
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Higher
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National 5
Literacy 5
Numeracy 5
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National 4
Literacy 4
Numeracy 4
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Access 3
Literacy 3
Numeracy 3
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Access 1
Curriculum for Excellence (CFE)is defined in 6 ways;
– Structure of curriculum
– Content
– Standards
– Nature and quality of learning experiences
– How teachers use assessment
– Certification, qualifications and recognition of
wider achievement
Principles of curriculum design
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Challenge and enjoyment
Breadth and depth
Progression
Personalisation and choice
Coherence
Relevance
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
Attributes
CFE:
• Successful learners
One University:
• Academically excellent
• Confident Individuals
• Open to learning and
personal development
• Responsible citizens
• Active citizens
• Effective contributors
• Critical thinkers and
effective communicators
Curriculum Design:
Graduate Attributes
Four Clusters:
Open to learning and personal development TO BE
• Openness to, and interest in, lifelong
learning
• Self reflection
Academically excellent TO KNOW
• In-depth discipline knowledge
• Breadth of knowledge
• Contextual understanding
Graduate of
University of
Aberdeen
Critical thinkers and effective TO DO
communicators
• Synthesis and analysis
• Informed argument and reasoning
• Diverse set of transferable and generic skills
Active Citizens TO LIVE TOG
• Appreciation - ethical and moral issues
• Appreciation - social and cultural diversity
• Appreciation - enterprise & leadership
What does it mean for higher
education and learning?
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Lifelong learning framework
Learner attributes better described
Benefits which can be capitalised upon by HE
Enhancement of progression and accessibility
Changed expectations
• Recognition of wider experiences and
achievement
• Interdisciplinary experiences
• Better prepared students
• Better platform for graduate attributes
…..for Learning and Teaching Strategies
• Expectations - from students / of students, will be raised
• Tools such as PDP and HEAR need to connect to School and
College based approaches
• Complementary approaches to learning and teaching
• Enhancement Theme agenda complements CFE
• Improved access and transition across the 3 sectors
Assessment
Graduate Attributes
Wider Achievement
Flexibility
Employability
HEAR
PDP
Wider Achievement
Flexibility
Learner capacities
Employability
What does this mean for graduates?
• Continuity within a lifelong learning
framework?
• Better understanding and articulation of own
needs
• Increased expectations on HE and CPD?
• Changed expectations of employers?
Challenges
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Senior phase
Need to understand new qualifications.
Assessment modes
Relationships - admissions policies/ requirements
and new quals?
-admissions policies and L and
Teaching strategies?
• Change to nature of information supplied?
• More challenging students?
Opportunities
Sectoral change becomes interdependant?
“Boundaries” reduced and more easily
negotiated?
Better continuity/ progression?
Different forms of learning explicitly valued?
Value –added for Universities?
• Qualifications and Assessment
www.sqa.org.uk
• Curriculum documentation
www.ltscotland.org.uk/curriculumforexcellence