City of Edinburgh Curriculum for Excellence

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City of EdinburghCurriculum for Excellence
Parents Conference 26 September 2009 Karen
Prophet CfE Strategic Lead
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Curriculum for Excellence
Relevant, inspiring, engaging education for every
child and young person in Scotland
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Outcomes for today

• An increased understanding of Curriculum for
  Excellence
• An opportunity to reflect on the role of parents
  as partners in learning
• An increased understanding of Literacy/Numeracy
  across learning

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Outcomes for children and young people

• Through development of the 4 capacities we
• will enable all young people to become
• Successful learners
• Confident individuals
• Responsible citizens
• Effective contributors

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The curriculum all that we plan for children
and young peoples learning across 4 contexts
Values Wisdom, justice, Compassion, integrity
Effective teaching and active, sustained
learning
Building the curriculum
6 Entitlements Including broad general
education Senior phase Skills for learning,
for life and for work
Experiences and outcomes 8 curriculum areas
7 Principles for planning Challenge and
enjoyment Breadth Progression Depth Personalisatio
n and choice Coherence Relevance
Support for learning through choices and
changes into positive and sustained destinations
Assessment, qualifications Self-evaluation
and Accountability, Professional development
aligned with purposes
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• Successful learners
• knowing how to learn
• being responsible for their own learning
• personalisation and choice in learning
• making connections in learning
• developing skills
• Confident individuals
• Planned opportunities for achievement
• Personal Learning Planning

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• Responsible Citizens/Effective Contributors
• Eco-schools
• Fairtrade
• Active Schools
• Health Promoting Schools
• Local, National Global citizenship
• Pupil Voice
• Schools as part of their communities

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CfE The Totality of Experiences

• Ethos and life of the school as a community
• Curricular areas and subjects
• Inter-disciplinary learning
• Opportunities for personal achievement

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Learner entitlements

• a coherent curriculum from 3 to 18
• a broad general education, including the
  experiences and outcomes well planned across all
  the curriculum areas, from early years through to
  S3
• a senior phase of education after S3 which
  provides opportunity to obtain qualifications as
  well as to continue to develop the four
  capacities

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Learner Entitlements

• 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
  Curriculum for Excellence can provide
• support in moving into positive and sustained
  destinations beyond school.

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Curricular areas Outcomes and Experiences

• Expressive Arts
• Languages and literacy
• Health and well-being
• Mathematics and numeracy
• Religious and Moral Education
• Sciences
• Social Subjects
• Technologies

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Curriculum design principles

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

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Stages of Learning
Level Stage Early The
pre-school years and P1, or later for some. First
To the end of P4, but earlier or later
for some. Second To the end of P7, but
earlier or later for some. Third and S1 to S3,
but earlier for some. Fourth The fourth
level broadly equates to Scottish Credit and
Qualifications Framework level 4.The
fourth level experiences and outcomes are
intended to provide possibilities for choice and
young people's programmes will not include all of
the fourth level outcomes. Senior S4 to
S6, and college or other means of study. phase
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CEC Developments so far.

• All schools engaging with delivering the 4
  capacities
• Staff working on delivering outcomes and
  experiences (curriculum areas)
• Learning and teaching approaches
• Inter-disciplinary learning
• Literacy, Numeracy, Health and Well-being across
  learning

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CEC Priorities for 2009-10

• Delivering high quality learning and teaching
  effectively embedding AifL strategies and
  promoting of Active Learning at all stages.
• Further developing work on literacy, numeracy and
  health and well being across learning.
• Devising curriculum structures which reflect the
  design principles of Curriculum for Excellence.
• Introduction of GLOW

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Further areas of development

• Formal Qualifications
• Assessment
• Increase in partnership working

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Challenges

• Leading change - Autonomy within a strategic
  framework
• Capacity for change
• Maintaining confidence in our education system

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Engaging with Parents

• National Parental Involvement Strategy
• at home
• providing information on what is taught in
  school and how learning can be supported at
  home
• through school
• providing opportunities to contribute to the
  life of the school
• formal structures -
• Parent Forums and Parent Councils

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Engaging with Parents

• Curriculum for Excellence
• Parents CfE Conference September 2009 for chairs
  of Parent Council
• Informs Local Authority Parental Engagement
  strategy
• Schools Parental Engagement strategy

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Workshop 1
Questions What questions do you have on CfE for
plenary? 5 mins Parents as partners in
learning A How are you currently involved in your
childs learning? B In what areas can parents be
further involved in their childs learning
and the wider school? 20
mins Communication Suggestions for improving
communication re CfE from Local Authority/School

5 mins