Curriculum for Excellence

1
Curriculum for Excellence International
EducationPam SlaterCurriculum for Excellence
TeamSeptember 2007
2
Purposes of today

• To provide an overview of Curriculum for
  Excellence and its relevance to International
  Education
• To show where International Education is embedded
  in Curriculum for Excellence

3
An International Outlook

• Key elements of international education can be
  defined as a series of learning outcomes
  associated with
• knowledge understanding
• values dispositions
• skills capabilities, including creativity
  enterprise
• Importantly, in addition, international education
  should provide pupils with clear opportunities
  for
• participation action
• SEED Sept 2001

4
HGIOS Self Evaluation Series E International
Education

• Effective international education will enable
  your pupils to become informed, thoughtful and
  active international citizens in the 21st
  century. It will teach them to value cultural
  diversity and to recognise and address
  discrimination. It will help them to form views
  on important global issues and to express their
  beliefs in a reflective manner.
• HMIE 2003

5
Values

• The Curriculum
• .should emphasise the rights responsibilities
  of individuals and nations. It should help young
  people to understand diverse cultures and beliefs
  and support them in developing concern,
  tolerance, care and respect for themselves and
  others
• .must enable young people to build up a strong
  foundation of knowledge and understanding and
  promote a commitment to considered judgement and
  ethical action
• ( Page 11 ACfE 2004)

6

• Values
• Wisdom
• Justice
• Compassion
• Integrity
• Purposes
• Successful learners
• Confident individuals
• Responsible citizens
• Effective contributors

• Principles
• Challenge and enjoyment
• Breadth
• Progression
• Depth
• Personalisation and choice
• Coherence
• Relevance

7
Responsible Citizens

• With
• respect for others
• commitment to participate responsibly in
  political, economic, social and cultural life
• And able to
• make informed choices and decisions
• evaluate environmental, scientific and
  technological issues
• Develop informed, ethical views of complex issues
  

8
Confident Individuals

• With
• self respect
• a sense of physical, mental emotional
  well-being
• secure values beliefs
• ambition
• And able to
• be self aware
• develop communicate their own beliefs view of
  the world

9
Proposals Looking at the curriculumdifferently

• 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
• Opportunities for personal achievement
• Equip young people with high level of literacy
  and numeracy skills

10
Proposals Organising Learning

• Organising learning through curriculum areas -
  to provide breadth
• Health and well being
• Languages
• Mathematics
• Sciences
• Social studies
• Expressive arts
• Technologies
• Religious and moral education

11
Cross-cutting themes

• Citizenship
• Enterprise
• Creativity
• Sustainable development

12
Curriculum for Excellence A way of unifying the
curriculum

• Activities such as enterprise, citizenship,
  sustainable development, health and creativity,
  which are often seen as add-ons, can be built
  into the curriculum framework.
• (Progress Proposals 2006)

13
Mainstreaming Education for Citizenship

• In essence, it (the curriculum) must be
  inclusive, be a stimulus for personal achievement
  and, through the broadening of pupils experience
  of the world, be an encouragement towards
  informed and responsible citizenship.

14
Interdisciplinary projects and studies

• The curriculum needs to include space for
  learning beyond subject boundaries, so that
  learners can make connections between different
  areas of learning. ..
• To be successful, these activities need to be
  well planned with a clear purpose and outcomes in
  mind.
• (Progress and Proposals 2006)

15
Opportunities for personal achievement

• ..activities such as performances, community or
  enterprise activities and trips. Many of these
  activities are voluntary for learners and have
  traditionally been organised as
  extra-curricular opportunities. However, they
  play a major part in creating opportunities for
  individual growth , progress and achievement and
  we need to consider how they can be made
  available for all learners.

16
Proposals Levels of achievement

• ACfE levels of achievement will
• replace 5-14 levels
• extend from 3-18
• describe both outcomes and experiences
• I can and I have statements
• Provide scope for challenge and depth
• (no need to speed through levels but no ceilings
  either)

17
Learning Outcomes Experiences

• The work of seconded teacher writers
• To embed the values, purposes principles
• Ensure coherence with other curricular areas
• Embed cross-cutting themes

18
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
19
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

20
Where can we find International Education?

• Within science
• Learning through science enables children young
  people to
• -investigate their environment by observing,
  exploring, investigating and recording
• -recognise the impact science makes on their
  lives, on the lives of others, on the environment
  and on culture
• -express opinions and make decisions on social,
  moral, ethical, economic and environmental issues
• (Building the Curriculum 1 Science)

21

• The values that guide scientific endeavour-
  respect for living things and the
  environment..etc are the basis of responsible
  citizenship
• They (children young people) can be challenged
  to consider how they can contribute to the
  well-being of society through, for example, aid
  initiatives, environmental projects, volunteering
  in other ways as active participants in civic
  society
• (Building the Curriculum 1 Science Social
  Studies)

22
Within Modern Foreign Languages

• Scotland has a rich diversity of language
  including the different languages of Scotland and
  the growing number of community languages such as
  Urdu, Punjabi and Polish. This diversity offers
  rich opportunities for learning. Learning other
  languages enables young people to make
  connections with different people and their
  cultures and to play a fuller part as global
  citizens.
• (Building the Curriculum 1)

23
Within Modern Foreign Languages

• Through my learning of a new language
• -I enhance my understanding and enjoyment of
  other cultures and of my own and gain insights
  into other ways of thinking and other views of
  the world
• -I have contributed successfully to my group to
  plan and prepare a short talk in the language I
  am learning on topics of personal interest or
  linked to an aspect of a country where the
  language I am studying is spoken
• -I have worked with others to read research
  texts in the language I am learning. I can
  demonstrate my understanding of different
  cultures and my appreciation of different ways of
  looking at the world in countries where the
  language I am learning is spoken.
• (Draft outcomes experiences)

24
Within Expressive Arts

• Children young people can explore the
  importance of cultures, the arts heritage in
  Scotland and other societies, and gain
  understanding of the cultural values and
  achievements of different societies. In this way
  they can deepen their insights and experiences of
  cultural identities and come to recognise the
  importance of the arts to the identities of
  nations.

25
Within RME

• Religious moral education enables young people
  to explore the worlds major religions and
  approaches to living which are independent of
  religious belief, and to be challenged by these
  different beliefs values. It supports young
  people in developing responsible attitudes to
  other people, their values and their capacity for
  moral judgement.
• (Building the Curriculum 1)

26
Within Social Studies

• Through social studies young people develop
  their understanding of the world by learning
  about their own people and what has shaped
  them,other people and their values, in different
  times, places and circumstances, and how their
  environment has been shaped.
• They learn about human achievements and to make
  sense of changes in society, conflicts and
  environmental issues. With greater understanding
  comes the opportunity to influence events by
  exercising informed and responsible citizenship.
• (Building the Curriculum 1)

27
Eco Schools Scotland

• A major driver in moving towards a Sustainable
  Development in Education approach in many schools
  has seen the adoption of achievement in the Eco
  Schools Award schemeChanges made in the Eco
  School programme with the inclusion of
  biodiversity the proposed inclusion of global
  dimension have ensured that most schools have
  gained considerable experience of SDE.

28

• The curriculum areas should provide a basis for
  learning and the development of skills across a
  broad range of contexts. 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.
• p15, Progress and Proposals 2006

29
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

30
Leadership
A Curriculum for Excellence places increased
expectations on the leadership of schools. As at
present, headteachers and other leaders will ..
have opportunities to be creative in curriculum
design, learning from evidence of practice,
within clear parameters. Progress and Proposals,
2006 A major focus for leadership in future
should be on developing leadership at all levels,
priorities for improvement with a strong drive on
improving learning and teaching Improving
Scottish Education,2006 HMIe
31
Curriculum for Excellence 2007