Curriculum EveningCurriculum Evening44thth November 2010 November 2010

Curriculum For ExcellenceCurriculum For Excellence

The CurriculumThe Curriculum

““The totality of all that is planned for children The totality of all that is planned for children and young people throughout their and young people throughout their education”education”

Ethos and life of the school as a communityEthos and life of the school as a community Curriculum areas and subjectsCurriculum areas and subjects Interdisciplinary learningInterdisciplinary learning Opportunities for personal achievementOpportunities for personal achievement

8 Curricular areas and subjects8 Curricular areas and subjects

Languages and LiteracyLanguages and Literacy English language:English language:Reading, Writing, Talking & ListeningReading, Writing, Talking & Listening FrenchFrench

Mathematics and NumeracyMathematics and Numeracy

Health and WellbeingHealth and Wellbeing Mental, emotional, social Mental, emotional, social & physical wellbeing& physical wellbeing P.E.P.E. Food and healthFood and health Substance misuse Substance misuse RelationshipsRelationships

Religious EducationReligious EducationThis Is Our FaithThis Is Our FaithOther religionsOther religionsEducation for LoveEducation for Love

Expressive ArtsExpressive ArtsMusicMusicDramaDramaArt Art

SciencesSciencesPlanet earthPlanet earthForces and electricityForces and electricityBiological systemsBiological systemsMaterials Materials Topical ScienceTopical Science

Social studies Social studies People, past events and SocietyPeople, past events and SocietyPeople, place and EnvironmentPeople, place and EnvironmentPeople, society, economy and businessPeople, society, economy and business

TechnologiesTechnologiesICTICTTechnology skillsTechnology skills

LevelsLevels

Early levelEarly level - Nursery to Primary 1 or later for - Nursery to Primary 1 or later for

somesome First levelFirst level - Primary 2, Primary 3,Primary 4, - Primary 2, Primary 3,Primary 4, but earlier or later for somebut earlier or later for some Second levelSecond level - Primary 5, Primary 6, Primary 7, - Primary 5, Primary 6, Primary 7,

but earlier or later for somebut earlier or later for some Third and Fourth levelThird and Fourth level - S1-S3, but earlier for - S1-S3, but earlier for somesome

The Purpose of the Curriculum – The Purpose of the Curriculum – The 4 CapacitiesThe 4 Capacities Successful LearnersSuccessful Learners

Confident IndividualsConfident Individuals

Responsible CitizensResponsible Citizens

Effective ContributorsEffective Contributors

Faithful Disciples Faithful Disciples

Curriculum For ExcellenceCurriculum For ExcellenceDevelopmentsDevelopments

Lessons will be more engaging, inspiring & Lessons will be more engaging, inspiring & relevantrelevant

Teachers will make connections between Teachers will make connections between subjects, helping children make sense of the subjects, helping children make sense of the worldworld

Children will learn HOW to learn & how to use Children will learn HOW to learn & how to use their learningtheir learning

More focus on knowledge & skills-Literacy & More focus on knowledge & skills-Literacy & NumeracyNumeracy

Learning and Teaching-Primary 2 ExampleLearning and Teaching-Primary 2 ExampleLiteracy Level 1 OutcomeLiteracy Level 1 Outcome

Using what I know about the features of different types of texts, I can find, select, sort and use Using what I know about the features of different types of texts, I can find, select, sort and use information for a specific purpose.information for a specific purpose.

For learners to demonstrate that their progress is secure and that they have achieved a level, they For learners to demonstrate that their progress is secure and that they have achieved a level, they will need opportunities to show that they have achieved:will need opportunities to show that they have achieved:

Breadth: differentiated activities

Children will select & find information about owls. Teacher will give children 3 questions about owls. Children will use books, internet, visit from Crossford Birds of prey to answer these questions

Challenge: moving forward to more challenging learning in some aspects of higher order skills - demanding secure learning that is transferable

Children compose their own questions about owls and find the answers to these questions.

Application:apply what has been learned in new & unfamiliar situations - consider outcomes from other curricular areas that could be addressed through the application

Children apply their ability to use reference books/internet in another curricular area, eg, science, social studies.

CREATINGGenerating new ideas, products or ways of viewing things

Designing, constructing, planning, producing, inventingEVALUATING

Justifying a decision or course of actionChecking, hypothesising, critiquing, experimenting, judging

ANALYSINGBreaking information into parts to explore understanding & relationships

Comparing & organising, deconstructing, interrogating, findingAPPLYING

Using information in another familiar situationImplementing, carrying out, using, executing

UNDERSTANDINGExplaining ideas or concepts

Interpreting, summarising, paraphrasing, classifying, explainingREMEMBERING

Recalling informationRecognising, listing, describing, naming, finding

HH

Assessment Assessment Follow and reinforce the curriculum, promoting high Follow and reinforce the curriculum, promoting high

quality learning and teachingquality learning and teaching Greater focus on skills development-knowledge, skills, Greater focus on skills development-knowledge, skills,

attributes & capabilities, including higher order skillsattributes & capabilities, including higher order skills A national system of quality assurance and A national system of quality assurance and

moderationmoderation No National AssessmentsNo National Assessments NAR – National Assessment ResourceNAR – National Assessment Resource Tests as part of a toolkit and not “Be all”Tests as part of a toolkit and not “Be all” New qualification from 2013New qualification from 2013

Activity (Learning experience) Criteria for assessment (WILF) I can…

Do: pupils will be given several statements

(some fact, some opinion) They will be asked to

sort these statements into 2

bundles-fact/opinion. These statements will be

topic related.

Do: pupils will be given a paragraph and asked

to asked highlight any persuasive language in

green and factual language in yellow.

Write: pupils will write a persuasive/influential

paragraph using appropriate language

Do: using a variety of sources, pupils will

assess how useful/believable the sources are

(books, internet, newspaper etc…)

Say: pupils will explain and justify their

opinions about the sources above(teacher

listening and asking questions to develop full

assessment of child’s understanding)

I can identify and explain the difference between

fact and opinion

I can recognise factual and persuasive language

and I know the difference between both.

I know when I am being influenced

I can use persuasive language in my writing

I can assess how valuable, useful and believable

different sources are

I can justify my assessment of resources and can

explain

Experiences and Outcomes

To help me develop an informed view, I can identify and explain the difference between fact and opinion, recognise when I am being influenced, and have assessed how useful and believable my sources are. LIT 2-18a I can use primary and secondary sources selectively to research events in the past. SOC 2-01

Curriculum for ExcellenceCurriculum for ExcellenceReportingReporting

Brief statements on 8 curricular areasBrief statements on 8 curricular areas Achievement of a curricular level in part or Achievement of a curricular level in part or

wholewhole Achievement in different contexts/settingsAchievement in different contexts/settings Any gaps in progressAny gaps in progress

DevelopingDeveloping

Has Has startedstarted to engage in the work of the new level and beginning to to engage in the work of the new level and beginning to progress in an increasing number of outcomes across the breadth of progress in an increasing number of outcomes across the breadth of learning described in the Es & Os for that levellearning described in the Es & Os for that level

ConsolidatingConsolidating Has Has achieved a breadth of learningachieved a breadth of learning across many of the experiences & across many of the experiences &

outcomes for the level.outcomes for the level. Can Can applyapply what has been learned in what has been learned in familiar situationsfamiliar situations Is Is beginning to undertake more challenging learningbeginning to undertake more challenging learning & to apply learning & to apply learning

in unfamiliar contextsin unfamiliar contexts

SecureSecure Has achieved a breadth of learning across Has achieved a breadth of learning across almostalmost allall of the Es & Os for the of the Es & Os for the

level, including any significant aspects of the curriculum arealevel, including any significant aspects of the curriculum area Has responded Has responded consistentlyconsistently wellwell to the level of challenge set out in these to the level of challenge set out in these

Es & OsEs & Os Has moved forward to Has moved forward to moremore challengingchallenging learninglearning in some aspects in some aspects Has applied what has been learned in Has applied what has been learned in newnew & & unfamiliarunfamiliar situationssituations

Curriculum for Excellence-Reporting Curriculum for Excellence-Reporting LanguageLanguage