Curriculum for Excellence Celebrating success

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Shaping the Next Phase
Scottish Learning FestivalSeptember 2008
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Moving from this..
to
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(No Transcript)
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Where are we? September 2008

• Concordat and National Performance Framework
  secure position of Curriculum for Excellence and
  raise its profile in the country.
• Views of the broad aspirations of CfE remain
  mainly very positive
• All experiences and outcomes now released in
  draft for engagement/trialling
• Building the Curriculum 3 clarifies expectations
  for the curriculum as a whole
• Plans in place to address assessment and
  qualifications issues
• Some very good practice
• Engagement/trialling providing opportunity for
  practitioners in all sectors to be involved and
  to shape the next phase

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Building the curriculum
Building the curriculum
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Values Wisdom, justice, Compassion, integrity
The curriculum all that we plan for children
and young peoples learning
Effective teaching and active, sustained
learning
Building the curriculum
Experiences and outcomes 8 curriculum areas
Entitlements
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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Values Wisdom, justice, Compassion, integrity
The curriculum all that we plan for children
and young peoples learning
Effective teaching and active, sustained
learning

• Entitlements
• Include
• - A broad general education
• - Senior phase 4 capacities and also
  qualifications
• Developing literacy and numeracy health and
  wellbeing
• Skills for learning, life and work

Experiences and outcomes 8 curriculum areas
Assessment, qualifications Self-evaluation
and Accountability, Professional development
aligned with purposes
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
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A broad general education from age 3 to15

• Providing a strong platform for later learning
  and qualifications
• Breadth learning across all the experiences and
  outcomes in the 8 curriculum areas up to the
  third curriculum level
• Most learners will progress towards fourth level
  in literacy and numeracy and in chosen areas
  during S1 to S3
• Focus on literacy, numeracy and health and
  wellbeing
• Progress and achievements recognised at end of S3
• Not expected that qualifications will feature at
  this stage

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Engagement and trialling feedback stage 1
1107 questionnaires 426 from groups
152 trialling reports
51 other submissions
16 Focus groups
University of Glasgow analysis
Agree and carry out plans to address issues raised
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Engagement and trialling main findings

• Findings triangulate well
• Re-affirmation of the importance of reflection,
  professional dialogue and continuing professional
  development
• Positive views of scope to
• use flexibility and creativity
• develop the four capacities in children and young
  people
• teach in motivating ways
• make connections across the curriculum
• Concern about vagueness desire for more
  guidance on expectations of standards
• Questions about presentation and language
• Questions about relationship of experiences and
  outcomes to assessment

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Change the teachers perspective

• feeling part of a shared endeavour whose
  aspirations they share
• understanding of the parameters for the
  curriculum, including responsibilities for
  numeracy, literacy and health and wellbeing
• clear picture of how the school or other
  organisation is going to develop CfE, taking
  account of its own strengths and priorities
• time for discussion and reflection - to develop
  understanding and to think through implications
  for practice
• support and guidance from credible sources, and
  in a range of forms
• tools, not detailed guidance
• building on what is working well

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Next steps current national position
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Next phase possible priorities for you and
your colleagues?

• Developing understanding together
• Building on the best of what you already doing -
  evaluating, working with draft experiences and
  outcomes
• Planning how to ensure that all aspects of
  learning contribute to high levels of numeracy
  and literacy and promote health and wellbeing
• Considering what broad general education will
  mean in your setting
• Giving your views in the current period of
  engagement
• Offering examples of practice to share
• Taking part in the next phase of development