CfECfE challenges and opportunitieschallenges and opportunities

Norman Emerson

Mark Brownrigg

Why did we need to reform the curriculum?

Let Rip Van Winkle tell us!!!!

Rip Van Winkle awakens in

the 21st century after a hundred-year snooze and is, of course,

utterly bewildered by what he sees.

Men and women dash about, talking to small

metal devices pinned to their ears

Young people sit at home on sofas, moving miniature

athletes around on electronic screens

Older folk defy death and disability with

metronomes in their chests and with hips made of metal & plastic

Airports, hospitals, shopping malls… every

place he goes just

baffles old Rip

But when he finally walks in here,

the old man knowsexactly where he is

"This is a school," he declares. "We used to

have these back in

1908. Only now the blackboards are

white."

circa. 1908

circa. 1948

circa. 2009

………….but!!!!!!!

Existing systems produce existing

results. If something

different is required the system must be

changed

Sir Christopher Ball; More Means Different

(from a report on widening access to Higher Education)

Today’s learners are no

longer the people our educational system was designed to

teachM.Prensky

The way we The way we learn needs learn needs

thinking thinking about in new about in new

and better waysand better ways

Tell me and I forget.Tell me and I forget.Show me and I remember.Show me and I remember.

Involve me Involve me and I understand.and I understand.

Make the curriculum more relevant for pupils for the 21st Century

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Letter from America• Eric Booth• 235 Cedar Hill Road• High Falls, NY 12440• eeebbb@aol.com• • Dear American Colleagues, November 11, 2009• • I have just completed an extraordinary week of presenting to and learning from

education leaders, teachers, arts and arts education administrators in Glasgow and Edinburgh. Something unprecedented is going on in Scotland

Eric Booth235 Cedar Hill RoadHigh Falls, NY 12440eeebbb@aol.comDear American Colleagues, November 11, 2009I have just completed an extraordinary week of presenting to and learning from education leaders, teachers, arts and arts education administrators in Glasgow and Edinburgh. Something unprecedented is going on in Scotland

Letter from America

• I left Scotland with a sense of possibility I rarely feel around school systems. They have all the pieces, and the time is right, for this country to become the world’s leaders in creative education. The Scots are remarkably modest and instinctively discuss their weaknesses rather than their strengths—I heard it referred to as the instinctive “Scottish cringe.” It was a privilege to be the outsider who could report the significance of their accomplishment and urge them to press the final mile.

Principles to PracticeStrategic Frameworks:

– Curriculum Guidance (April ‘09)– National Qualifications (June ’09)– Strategic vision (Sept ’09)– Skills for learning, life and work (Oct ’09)– Framework for Assessment (Jan ’10)

• Executive Summary• Framework for Assessment• Quality Assurance and Moderation

• Not year ‘zero’

New approach for assessment • Concern over 5 -14

– Focus on rate of progression, narrow, attainment driven

Increased focus on:– Breadth– Challenge– Application of learning

• ‘how much and ‘how well’ young people are learning

Support for Framework – local/national support

• National seminars (Jan – Feb ‘10)• New system of Quality Assurance and Moderation• Assessment exemplars

– priority areas of literacy and numeracy across learning (Jan-Mar)– Available from April on CfE website

• National Assessment Resource (Sept ’10)• Additional in-service day (Summer term ’10)• Commitment from Scottish Government - additional funding

Workshop 1Building the Curriculum 5: a framework for assessment

Divide the readings up among your group:

P.11 – 17 What we assess

P. 18 – 25 Principles of assessment , When we assess

P. 26 – 33 How we assess

P. 34 – 42 Partnerships , Ensuring quality & confidence

P. 43 – 49 Reporting on progress, informing self- evaluation for improvement

Step 1Individual reading and reflective thinking

Read your section of the document.

As you read, keep in mind the following:

• You will be giving a verbal summary of your section to the rest of your group in the next step.

• How is this framework different from what we have at the moment?

Step 2Group Sharing

Work around the table in turn. Each person shares a summary of their section of the document and their response to the question.

How is this framework different from what we have at the moment?

Step 3Convergent Thinking

Consider all the responses shared at your table.

How is this framework different from what we have at the moment?

•••••

• List up to 5 suggestions

• Bullet point your suggestions in the middle of the flipchart. Leave space around the outside.

Step 4Divergent Thinking

Around the outside record as many responses as you can to the question.

What are the challenges and/or opportunities in developing understanding of and implementing the guidance in BtC5: a framework for assessment in your context?

•••••

Find this Power Point on - GLOW:

“National Assessment 3-18”