Curriculum for ExcellenceAberdeenshire

November 2008

Curriculum for Excellence?

4 simple steps

Curriculum forExcellence

• Disregard all previous teaching experience

•Burn all policy papers

• Sell every current school resource on E bay

• Implement all outcomes on the same day

1. Read the recipe

successful learnerswith•enthusiasm and motivation for learning•determination to reach high standards of achievement•openness to new thinking and ideas

and able to•use literacy, communication and numeracy skills•use technology for learning•think creatively and independently•learn independently and as part of a group•make reasoned evaluations•link and apply different kinds of learning innew situations

confident individualswith•self respect•a sense of physical, mental and emotional wellbeing•secure values and beliefs•ambition

and able to•relate to others and manage themselves•pursue a healthy and active lifestyle•be self aware•develop and communicate their own beliefsand view of the world•live as independently as they can•assess risk and take informed decisions•achieve success in different areas of activity

responsible citizenswith•respect for others•commitment to participate responsibly inpolitical, economic, social and cultural life

and able to•develop knowledge and understanding ofthe world and Scotland’s place in it•understand different beliefs and cultures•make informed choices and decisions•evaluate environmental, scientific andtechnological issues•develop informed, ethical views of complexissues

effective contributorswith•an enterprising attitude•resilience•self-reliance

and able to•communicate in different ways and indifferent settings•work in partnership and in teams•take the initiative and lead•apply critical thinking in new contexts•create and develop•solve problems

To enable all youngpeople to become

Successful Learnersable to:• use literacy, communication and numeracy skills• use technology for learning• think creatively and independently• learn independently and as part of a group• make reasoned evaluations• link and apply different kinds of learning in

new situations

Confident Individuals

able to:• relate to others and manage themselves• pursue a healthy and active lifestyle• be self aware• develop and communicate their own beliefs

and view of the world• live as independently as they can• assess risk and take informed decisions• achieve success in different areas of activity

Responsible Citizens

able to:• develop knowledge and understanding of the world

and Scotland’s place in it• understand different beliefs and cultures• make informed choices and decisions• evaluate environmental, scientific and

technological issues• develop informed, ethical views of complex issues

Effective Contributorsable to:• communicate in different ways and in

different settings• work in partnership and in teams• take the initiative and lead• apply critical thinking in new contexts• create and develop• solve problems

2. Choose the ingredients

• Adjust/plan programmes where necessary

• Focus on high quality learning and teaching

• Develop the outcomes and experiences to match your context

• Use improvement planning to address issues of priority and pace

3. Weigh ingredients accurately

• challenge and enjoyment • breadth • progression • depth• personalisation and choice • coherence• relevance

Challenge and enjoymentChallenge: • Makes learners think hard • Develops skills to the full. • Takes learning to the next stageEnjoyment:• Provides motivation• Improves the quality of learning and life experiences • Comes from hard work, perseverance and a sense of

achievement.

Proof of the pudding…?

QI 2.1 Learners’ experiences

Question: “ To what extent are our learners well

motivated and actively engaged in learning?”

Improving Outcomes for Learners Through Self-Evaluation

BreadthExperiences and outcomes: • define breadth in the curriculum• embed aspects such as enterprise,

sustainability and creativity

A shift from time allocations...to… • sufficient time and quality• achieve securely the learning set

out in the guidance

Progression - in both attainment and wider achievement

Attainment is a very important measure oflearning, however… Not all valuable areas of learning can be measured.

So, the curriculum should:• value wider achievements• provide opportunities for them • recognise and celebrate them

Achievement for all?

Proof of the pudding…?

QI 1.1 Improvements in Performance

Question“ How good is the range of activities and

experiences and how well are our learners engaging with them in developing their personal and wider achievements?”

Improving Outcomes for Learners Through Self-Evaluation

Depth• probing and researching a particular topic • spending time discussing learning

• explaining it to others

• applying what has been learned in different contexts

• developing secure understanding.

RelevanceSelecting content in order to:

• Make links with the pupil’s experience, learning and interests in and beyond school

• eg making connections with the local community, the world of work, experiences of travel or interests in sport or the media.

Personalisation and choice

• Not individualised teaching

• Ownership of the learning

• Studying in greater depth, presenting in different ways

• Children’s own interests, experience and learning styles

• Opportunity to engage the disengaged…

What might this look like?

• Seeing the whole child, taking an interest in learners as individuals, being aware of their lives.

• Reviewing their overall progress.• Taking account of their prior experiences, learning, and

interests during teaching.• Being aware that they learn in different ways• Talking with them to assess their understanding and

provide feedback on their next steps and progress• Listening to their questions and ideas .• Providing support according to their needs; and• Working well with others who support them.

Proof of the pudding…?

QI 5.3 Meeting Learning Needs

Question:“ How effectively do we support and challenge

learners by choosing learning tasks, resources and activities which are well matched to their needs, progress and attainments?”

Improving Outcomes for Learners Through Self-Evaluation

Coherence meansHelping pupils to see links between different

aspects of learning • within and across subjects and curriculum

areas • in interdisciplinary studies• draw different strands of learning togetherHealth Warning:Trying to make links across too many subject

areas does not always help coherence.

Integration

Proof of the pudding…?

QI 5.3 Meeting Learning Needs

Question:“ How well do we share information and discuss

learning to enable other staff to identify clearly the learning needs of all, including vulnerable learners?”

Improving Outcomes for Learners Through Self-Evaluation

4. And serve…• Programmes based on curriculum areas and

interdisciplinary studies which take account of the design principles and the outcomes and experiences

• Programmes ensure clear progression in skills, knowledge and understanding in contexts across the curriculum.

• Learners experience highly motivating learning activities.

Subject focused teaching / interdisciplinary studies / cross-cutting themes

• Subject expertise matters

• Interdisciplinary studies can provide highly motivating contexts for learning which can help pupils to see links between, and the relevance of, different aspects of learning.

• Cross-cutting themes enable learners to apply their knowledge, understanding and skills in meaningful ways.

Questions to consider

• What are the big issues?

• What are the challenges?

• What questions need answered?

• What support do I need?

Curriculum for Excellence