IDES Conference

1
IDES Conference

• Mr Bernard McLeary
• Chief Executive
• Learning and Teaching Scotland
• Friday 10 March 2006

2
Aims of the programme

• Focus classroom practice upon the child and
  around the four purposes of education (successful
  learners confident individuals responsible
  citizenship effective contributors)
• Simplify and prioritise the current curriculum
• Encourage more learning through experiences
  (challenge enjoyment depth personalisation
  choice relevance)
• Create a single framework for the curriculum and
  assessment 3-18

3
New approach to curriculum development

• Engagement 2005-06
• Education authorities elected members
• Headteachers schools/centres/establishments
  childrens services
• Children young people
• Parents/carers
• TEIs/ FE colleges/GTC
• Professional associations
• Employers
• Media
• Range of interested parties Forestry Commission
  WWF etc

4
Work on curriculum areas

• Review groups science languages social
  subjects maths technologies expressive arts
  health wellbeing RME PSE early years ASN
• Members teachers LTS SQA HMIE TEIs
• First task swift review to simplify and
  prioritise guidance LOs and reduce overcrowding
  3-15
• Starting point existing guidance research
  common set of evaluative questions
• Cross-cutting themes (citizenship, enterprise
  etc) within the guidance

5
Science example (draft)

• As responsible citizens and confident
  individuals, young people will acquire knowledge
  and understanding of the impact of science on
  human life, society and the environment. They
  will develop their confidence to express and
  justify their views on social, moral, ethical and
  environmental issues relating to science.

6
Science proposed learning outcomes

• I can talk about how to start and stop objects
  (N-P1)
• I can investigate how far objects travel over
  different surfaces (P2-P4)
• I can describe how vehicles are designed to
  increase/reduce friction/drag (P5-P7)
• I can describe and explain the performance and
  safety features of cars, applying and
  manipulating formulae (S1-S3)
• I can express a view on genetically modified
  plants and animals (S2-S3)

7
Main messages from activities so far

• Prime importance of learning and teaching
  approaches
• Simplification and prioritisation possible -
  leaving space for more depth
• Value of spending time on values, purposes and
  principles with all staff
• Useful contribution of engagement process to the
  development of thinking
• Necessity of developing a CPD programme to
  support changes

8
Publications

• HMIE Improving Scottish Education (Feb 2006)
• ACfE publication (Spring 2006)
• HGIOS The Journey to Excellence (March 2006)
  (will reflect the expectations of ACE)

9
A Curriculum for Excellence Publication

• To report on progress
• To describe proposed features of future
  architecture of the curriculum
• To move into the next stage of engagement
• To involve the profession in influencing and
  shaping the curriculum
• To assist schools/centres in reflecting on where
  they are just now (Starter Kit Mk2)
• To assist schools/centres in working with
  stakeholders

10
Curriculum 3-18

• Emphasis on literacy, numeracy, health well
  being, citizenship, skills for life work
• Curriculum areas subjects
• Ethos and life of a school/establishment as a
  community
• Thematic inter-disciplinary studies

11
Curriculum framework

• Single framework 3-18 allowing the best journey
  for each child
• Outcomes and experiences described at a series of
  levels using I can ..
• 4 capacities built in
• Encouraging richness and depth of learning within
  levels as part of suitable progression
• Framework provides a broad basis for planning and
  assessment

12
Assessment Qualifications

• Value of AifL
• Circular 02 Assessment 3-14 (June 2005)
• Decisions about future qualifications landscape
  still to be made (2006?)
• Aim curriculum guidance 3-18. SQA arrangements
  will apply as and when appropriate

13
Levels of achievement

• ACfE levels of achievement will
• replace 5-14 levels
• extend from 3-18
• describe both experiences and outcomes
• provide scope for challenge and depth
• (no need to speed through levels)

14
Register of Interest

• Over 600 entries so far
• Illustrations of practice provided in some cases
• First step contact approx 40 schools/centres
• May be used on website CPD events etc as
  examples of ACfE in action
• Involvement in large focus groups, probably
  summer term
• Opportunities to shape, test future development
  work
• Action-led research

15
For HTs/heads of centre it means asking

• To what extent have we involved the staff in
  discussion about A Curriculum for Excellence to
  date?
• How will A Curriculum for Excellence translate
  into practice in my school/establishment?
• What are we doing just now which contributes to
  the 4 purposes and the principles of challenge
  enjoyment depth personalisation choice
  relevance?
• Across the centre/school/ within each department
  and faculty, what learning and teaching
  approaches will be required to meet the purposes?
• Where are we with AIFL?
• How can we move to more coherent, holistic
  approach to cross-cutting themes?
• What kind of CPD should we have?

16
Current Challenges

• Management of change
• Varying levels of awareness
• Understanding of purposes and principles
• Readiness of staff to interpret and use
  simplified guidance
• Focus on external accountability and
  qualifications
• Nature of CPD

17
IDES Conference

• Friday 10 March 2006