curriculum for excellence. … a curriculum for our children’s future…
TRANSCRIPT
Curriculum for Excellence
Curriculum for Excellence
… a curriculum for our children’s future…
“I have never let my schooling interfere with my education”Mark Twain
It’s all changed …….
….…since I was at school
Changes in what is being taught Changes in how children are taught Different kinds of lessons Children knowing more about some
things than we do.
Keeping up with change
‘Jobs’ and work patterns Technology and the internet Environmental concerns Health and wellbeing Living together in a ‘smaller’ world
What is education for?
Learning to be Learning to learn Learning to live with others Learning to do UNESCO: Aims of Education
The future of education in Scotland
The hope is that all Scottish children become
confident individuals successful learners responsible citizens effective contributors to work and
society
Key Messages of CfE• Build on existing good practice, continue to
improve standards in learning and teaching, attainment and achievement
• Promote more active and experiential learning in a variety of contexts
• Help young people to make connections across the curriculum
• Help young people to see the relevance of their learning to their everyday lives
Definition of the Curriculum
• The ethos and life of the school
• Curriculum areas and subjects
• Interdisciplinary projects and studies
• Opportunities for personal achievement
Outside school
A lot of learning also takes place outwith school
at home and within the family at clubs and in community settings individually and with friendsAll of these experiences contribute to a
child’s learning and development.
Focus on the Whole Child
Literacy
Numeracy
Aspects of Health and Well-being
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Progression and Levels of Achievement
Level Experiences and outcomes for most children or young people
Early In pre-school and in Primary 1
First By end of P4, but earlier for some
Second By end of P7, but earlier for some
Third In S1- S3 but earlier for some
Fourth level broadly equates to SCQF level 4Fourth
Senior In S4 – S6, but earlier for some
Approaches to Learning and Teaching
• Allow for choice
• Encourage independence
• Give children ownership
• Encourage children to explain their thinking
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Approaches to Learning and Teaching• Provide meaningful, relevant contexts,
including the world of work
• Help children to make connections
• Embed principles of Assessment is for
Learning
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What about exams?
• ‘Raising the Bar’ academically as well as ensuring pupils develop skills for learning, skills for life and skills for work
• Consultation on future National Qualifications
What about employers?
• Consultation at national and local level
• Focus on skills for learning, skills for life, skills for work
Key developments 2007-08
• Phased publication of draft experiences and outcomes to
May 2008
• Engagement to December 2008
• Guidance on the curriculum as a whole
• Consultation on SCQF levels 4 & 5
• Recognition of achievement
• Roll-out of Glow
How can I get involved?
Look out for information about changes Discuss with your child what they are doing in
school. Think about what you can do to help achieve the
four main purposes of education Find out how you can get involved in what is
happening in your child’s school.
Definition of literacy
Literacy is the set of skills which allows an individual to engage fully in society and in learning, through the different forms of language which society values and finds useful.
Literacy and English cover paper 2008
Technologies
I am developing problem solving strategies, navigation and co-ordination skills, as I play and learn with electronic games, remote control or programmable toys.
Technologies
Using appropriate software, I can work collaboratively to design a game to help others learn.
A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM
Symmetry is investigated in “Artists’ Corner”
I have explored symmetry in my own and the wider
environment and can create and recognise symmetrical
pictures, patterns and shapes.
A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM
Pupils use a sand tray to complete work on co-ordinates
I have developed an awareness of where grid reference
systems are used in everyday contexts and can use these to locate and describe position.
A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM
Pupils weigh ingredients for a magic spell in the “haunted house”
I can estimate how long or heavy an object is, or what amount it holds,
using everyday things as a guide, then measure or weigh it using
appropriate instruments and units.
A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM
Zoo keepers, calculate the feeding times for animals in their charge
I am aware of how routines and events in my world link with times and seasons, and have explored ways to record and
display these using clocks, calendars and other methods.
A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM
Budding scientists measure out quantities of “chemicals”
in the water tray
I have experimented with everyday items as units of measure to
investigate and compare sizes and amounts in my environment,
sharing my findings with others.
A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM
The “Small World” area is used to practise
following directions
I can describe, follow and record routes and journeys, using my
knowledge of the vocabulary, angles and signs associated with direction
and turning.
How can parents help?
SPICE
Support
Praise
Interest
Challenge
Encouragement
Brian Boyd
“This boy shows great originality
which must be curbed at all
costs”Sir Peter Ustinov