what do we want to do better?

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Victoria, Australia May Sweeney – National Co-ordinator Learning and Teaching Scotland November 2006. What do we want to do better?. Desire to address: Overcrowding – too many initiatives Progression Balance between ‘vocational’ and ‘academic’ - PowerPoint PPT Presentation


  • Victoria, AustraliaMay Sweeney National Co-ordinatorLearning and Teaching Scotland November 2006

  • What do we want to do better?Desire to address:Overcrowding too many initiativesProgressionBalance between vocational and academicPreparing young people better for lifelong learning and employmentEnsuring that assessment supports learningIncreasing choice

  • Values

    The Curriculum 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 A Curriculum for Excellence 2004

  • To enable all young people to become

    Successful learners

    Effective contributors

    Responsible citizens

    Confident individuals

  • Principles for curriculum design

    Challenge and enjoymentBreadthProgressionDepthPersonalisation and choiceCoherenceRelevance

  • Aims of the programmeFocus practice upon the child and around the four purposes of educationSimplify and prioritise the current curriculumEncourage more learning through experiencesCreate a single framework for the curriculum and assessment 3-18

  • To ensure that young people develop the literacy, numeracy and other essential skills and knowledge they will need for life and work.Page 4 A Curriculum for Excellence

  • New approach to curriculum developmentEngagement 2005-06Education authorities; elected membersHead Teachers; schools/centres/establishments; childrens servicesChildren & young peopleParents/carersTEIs/ FE colleges/GTCProfessional associationsEmployersMediaRange of interested parties: Forestry Commission; WWF etc

  • What has been happening?EngagementEarly review groupsSkills for Work CoursesProgress and Proposals March 2006Register of Interest

  • Proposals: Looking at the curriculumdifferentlySingle framework 3 18Promote learning across a wide range of contexts and well planned experiencesMore than curriculum areas and subjects, alsoEthos and life of the schoolInterdisciplinary projects and studiesOpportunities for personal achievementEquip young people with high level of literacy and numeracy skills

  • Interdisciplinary projects and studiesThe 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)

  • Opportunities for personal achievement ..activities such as performances, community or enterprise activities and trips. Many 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.

  • Proposals: Levels of achievementACfE levels of achievement will replace 5-14 levelsextend from 3-18describe both outcomes and experiencesI can and I have statementsProvide scope for challenge and depth(no need to speed through levels but no ceilings either)

  • Proposals: Progression and Levels of Achievement

  • Proposals: Organising Learning

    Organising learning through curriculum areas - to provide breadthHealth and well beingLanguages MathematicsSciencesSocial studiesExpressive artsTechnologiesReligious and moral education

  • 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

  • Making Choices in learningThe proposed changes to the structure of the curriculum give us an opportunity to look differently at choices in learning at all stages. We would like to work with schools to explore possibilities for different approaches to personalisation and choice. ..e.g., whether it would be desirable and possible for choices to take place over a more extended period across S1-S3, .approaches to subject choice which are not based on the current modal structure .. p15-16, Progress and Proposals 2006

  • Recognition of AchievementHow do we recognise broader skills and achievements more explicitly?Robust, convincing and highly valuedMust not become a new bureaucratic burden for schools

  • ImplicationsRole of the teacherShift from prescription about detail of the curriculum towards more scope for professional judgement and creativityEnhancing both initial teacher education and CPD

  • ImplicationsLeadershipIncreased expectations Support professional dialogue and debateOpportunities to be creative in curriculum design

  • 2006-07?Building the Curriculum paperWriting of outcomes and experiencesWork on curriculum architectureFurther engagementInter-authority collaborationInvolvement of schools and other stakeholders through Register of Interest Examples of changing practice in response to ACfEX on website Glow

  • Current ChallengesManagement of change Varying levels of awareness and understanding of purposes and principlesReadiness of staff to interpret and use simplified guidanceFocus on external accountability and qualificationsNature of CPD

  • A Curriculum for Excellence Scotland 2006

    The Curriculum Review Group set out 4 basic capacities which represent the purposes of education. These lie at the heart of the work and are intended to guide all learning. They represent the nations aspirations for our young people

    The group has developed these after their own deliberations but work on international comparisons shows that they are fully in accordance with the best of current international thinking, expressed in a way that is right for Scotland.

    The Curriculum Review Group also set out these principles for the design of the curriculum. Purposes and principles together provide the template for detailed work to winnow, add and update