Linda Kirkwood

June 2010

CILIPS CONFERENCE

Professional Adviser Curriculum Scottish Government

Horizon Scanning - Looking to August 2010

What road are we on – what will be different?

What’s different about the new curriculum?

• Raising standards even higher• Building on best practice and research on

learning• Deepening knowledge and understanding AND

developing skills e.g. thinking skills, team work• Making learning relevant and interesting• Linking learning –taking knowledge out of

separate boxes• Core skills of literacy, numeracy and skills for

health and wellbeing at the heart

Update on CfE• Building the Curriculum 3,4,5• Experiences and outcomes now being

developed• Senior phase started• No formal assessment literacy /numeracy –units

to go into Eng and Maths (stand alone –accessible by mature students)

• Lit, Num and HWB still there and responsibility of all

Science in Monifieth High• Young people considered material things they

want and where they come from. With experience of making and breaking compounds pupils are aware of difficulties associated with extracting materials from the Earth.

• Pupils were lead through the process of looking at why people have different opinions about local, community, and global issues and apply this understanding to a ‘public enquiry’ role play task where they argued for or against a gold mine being given permission to be built.

The task

• Based on evidence available from learning in science, media and other resources, pupils were given the opportunity to question others and argue their case and to reflect on the difficulties associated with applications of science and their impact on the world.

How is this different /is it more effective?

• In what ways is the learning experience different to what you would have designed?

• This approach makes it relevant, meaningful and interesting, demonstrating that science impacts on real life in many ways.

• Opportunities to include social and ethical aspects and integrate literacy fully within the science curriculum.

• Is there evidence that this is a more effective way of learning? If so in what ways?

• Evidence of pupils working more effectively in groups, exhibiting more in depth thinking, greater understanding and a greater awareness of their impact on the world around them.

What the teachers said• Teacher quote:• “It was fantastic to see the pupils so engaged

and so enthused. I was impressed with the level of maturity and independent thinking demonstrated by the pupils; they put across well thought out and compelling arguments.”

• “Curriculum for Excellence has allowed us to help children to see the relevance and excitement of science.” Lauren Boath, Physics Teacher

Not the ‘what’ of learning but the ‘how’

It is widely accepted that people learn through dialogue with other learners. We learn through listening to the ideas of others, and through having to defend our own ideas , which are modified in the process. Such learning that takes place is often deeper than learning which takes place by memorisation .

Principles

Challenge and enjoyment

Breadth

Progression

Depth

Personalisation

and choice

CoherenceRelevance

Totality of Curriculum and Partnerships

• Learning isn't just what happens in the classroom but covers learning in other contexts –outside the classroom, in the library /resource centre, in the playground , on visits and trips and through activities out of school

• Not just teachers contributing to the learning, other support workers in schools and partnerships are important and there are opportunities to engage with partners in supporting children’s learning in more flexible ways.

LITERACY –RESPONSIBILITY OF ALL

21ST Century literacy

“..set of skills which allows an individual to engage fully in society and in learning through the different forms of language and the range of texts which society values and finds useful”

Literacy-listening and talking, reading, writing

• Communicating effectively

• Importance of listening and talking

• Development of thinking skills- learning

• Skills of critical literacy (sophistication in evaluating info/ data)

Definition of texts Novels, stories plays etc

Reference texts , spoken word, charts maps graphs, timetables, adverts, leaflets, comics mags, newspapers, CVs, letters, emails, films, games, posters, recipes, manuals, instructions, reports, reviews, text messages, blogs, tweets, social networking sites, web pages, catalogues, directories

Others?

Key skills from experiences and outcomes

• Research• Discuss• Investigate• Explore access informationAcross all curriculum areas and levelsSchools need consistent approaches esp

information literacy

David Puttnam on education

• Victorian surgeon and teacher whisked away and dropped in 20th Century theatre and classroom. The teacher stepped into the modern classroom and began teaching the same lesson-Geography –without a pause. Some differences but very similar –desks in rows ,exercise books to write on, a board at the front

David Puttnam continued

Meanwhile the surgeon was being dragged kicking and screaming from an operating theatre where nothing was familiar. He was being removed before he did any harm to the patient………

Will this be different for the Victorian teacher in 2010?

What will be different ?

What are the opportunities for Information and Library professionals ?

What are the challenges for you ?

What are potential solutions to the challenges ?

linda.kirkwood@scotland.gsi.gov.uk