Transcript Slide 1

Curriculum for Excellence:
Delivering More Choices and
More Chances for Scotland’s
Young People
Suzanne Rennie
Scottish Government
More Choices More Chances: What does it mean?
 More Choices, More Chances is about ensuring all children
and young people can participate in learning whatever their
 This means removing any barriers to learning and offering
the right support.
 Support is targeted at young people who are not in
education, employment or training, or are at risk of falling
into this category.
Building the Curriculum 3 – A Framework
for Learning and Teaching
• “Curriculum for Excellence will offer better
educational outcomes for all young people
and will provide more choices and more
chances for those young people who need
• This means…
• A coherent and inclusive curriculum from 3-18 wherever
learning is taking place, whether in schools, colleges, or other
• A focus on outcomes
• A broad general education
• Time to take qualifications in ways best suited to the young
• More opportunities to develop skills for learning, skills for life
and skills for work for all young people at every stage
• A focus on literacy, numeracy and health and wellbeing at
every stage
• Appropriate pace and challenge for every child
• Ensuring connections between all aspects of learning and
support for learning
Entitlements for all children and young
• A curriculum which is coherent from 3-18
• A broad general education
• A senior phase of education after S3 which provides the
opportunity to obtain qualifications as well as continue to
develop the four capacities
• Opportunities for developing skills for learning, skills for life
and skills for work with a continuous focus on literacy,
numeracy and health and wellbeing
• Personal support to enable them to gain as much as possible
from the opportunities which CfE can provide
• Support in moving into positive and sustained destinations
What does this mean for the young person?
• Motivating and challenging opportunities tailored to
their individuals needs
• The right support to gain as much as possible from
the opportunities CfE offers
• Choices about where they learn in their senior phase
• The opportunity to develop their knowledge and
skills in a range of different contexts and build up a
portfolio of qualifications appropriate to them
• An appropriate, relevant and attractive offer of
learning in advance of their school leaving age
Supporting implementation
• 16+ Learning Choices Network
• MCMC Development officers in LTS and SQA
• Case studies and exemplification
• National and regional events
Further information
• [email protected]
Building the Curriculum 4
Skills for learning, skills for life and skills for
Julie Anderson
Qualifications, Assessment and Skills
Skills for Scotland: A Lifelong Skills Strategy
Building the Curriculum 3, A Framework for Learning and Teaching
• “Every child and young person is entitled to develop skills for learning,
skills for life and skills for work, with a continuous focus on literacy,
numeracy and heath and well-being”
• Young people will be supported in developing the skills they will use
throughout their life and work, including pre-vocational, enterprising and
employability skills, personal skills high levels of cognitive skills and the
opportunity to put learning into context
• Skills embedded across all curriculum areas
• For all pupils at all stages
What do we mean by skills for learning, life and work?
• Moved away from use of term “vocational” to focus on the skills that
young people will need for learning, life and work rather than the route by
which they will acquire those skills, although vocational or practical
learning will be one way of delivering these skills
• Broad range of skills including literacy, numeracy, skills for health and wellbeing, working with others, leadership, personal learning planning skills,
career management skills and enterprise and employability skills
• Not looking to produce a specific check list of skills that would limit future
thinking, but showing how opportunities to develop these skills exist
across the curriculum, and are embedded in the Experiences & Outcomes
Building the Curriculum 4:
Skills for learning, life and work
• To clearly position skills within Curriculum for Excellence framework
• To make it more explicit where and how skills are being developed
• To give young people a clearer sense of the skills they are building and the
transferability of those skills
• To show relevance to all pupils at all stages, across all curriculum areas, as
part of a coherent whole and not a bolt on
• To make link between classroom and world of work
• To emphasise the importance of partnership working
Building the Curriculum 4: Some key messages
• Skills are relevant from the early years right through to the senior phase
of learning and beyond and should be developed across all curriculum
areas, in interdisciplinary studies and in all the contexts and settings
where young people are learning
• It is important that children and young people are aware of and
understand the value of the skills that they are developing
• All establishments should work with partners and share a common
understanding and language around skills development and application.
• Every child and young person is entitled to support to enable them to gain
as much as possible from opportunities to develop their skills.
What does this mean for young people in need of more choices and more
• This document is for all partners involved, in whatever setting, in
promoting effective learning for children and young people….
• Working in partnership to plan and deliver learning is a central theme
• It reiterates the clear focus on literacy, numeracy and health and wellbeing
• It emphasises the importance of taking a range of creative, more relevant
approaches to developing skills ”according to the needs of the learner”
• Sets out clearly that some young people may need additional support,
particularly in the senior phase to help them towards positive and
sustained destinations
Building the Curriculum 4: reflective questions
Document is intended to stimulate reflection & discussion and contains a
number of reflective questions, including:
• Which partners are you already working with effectively? Are there other
partners with whom you could establish working relationships to support
young people’s skills development?
• How can you design activities to help children and young people to
evaluate the quality and learning of their own work?
• How do you currently develop literacy skills in classrooms or other
settings? What new opportunities might you provide?
Next steps
Further support and exemplification on CFE website:
• How do these messages resonate?
• How we can further support the document – what support would you find
• Other feedback?
Julie Anderson
[email protected]