educationeducation improving scottish curriculum for excellence: making it happen kenneth muir hm...

education Improving Scottish

CURRICULUM for EXCELLENCE:

MAKING IT HAPPEN

Kenneth Muir

HM Chief Inspector


Think about it“A child in early years may still be at school in 2027”

“A teacher starting out in 2009

may still be teaching in 2054”“The child has alreadybeen born who willlive to be 150”


Future worldThe challenges of:• Globalisation• Changing demographic balance• Increasing health inequalities• Impact of technology• Employers’ need for generic/‘soft

skills’• Demand for quality and customisation


Economy and society:an uncertain future

To enable each child and young person toflourish

Developments in our education systemand findings about itsperformance

Why is CfE even more important now?

See ‘The case for change’ on theCurriculum for Excellence website


CURRICULUM for EXCELLENCE

MCMCSUSTAINABLE DEVELOPMENT

GIRFECCREATIVITY

EARLY YEARS FRAMEWORK

SKILLSSTRATEGY

ENTERPRISE EDUCATION

CITIZENSHIP


Our aim: to design a curriculum for the

21st Century“Curriculum for Excellence…. recognises that sustained and meaningful improvement should …be shaped and owned by those who will put it into practice.” (ISE2)

• Building the Curriculum 3 describes the principles to shape a whole school/ centre curriculum

• BtC2 describes active learning in practice

• Experiences and outcomes set out an entitlement for all to a broad general education

• Making local curriculum decisions within a CfE framework – staff/teacher professionalism and partnerships.

• Starting from where you are and building on strengths.


• A coherent curriculum from 3 to 18

• A broad general education from age 3 to the end A broad general education from age 3 to the end of S3of S3

• A senior phase: opportunities for qualifications and other planned opportunities to develop the four capacities

• Opportunities to develop skills for learning, skills for life and skills for work

• Opportunities to achieve to the highest levels through personal support and challenge

• Opportunities and support to move into positive and sustained destinations beyond school

Entitlement


The professional agenda: how will we turn this into reality?

Not research, development,dissemination as in

previous developments,but creating togetherthrough learning andthinking together


5-14


CfE

education Improving ScottishCfE levels

education Improving ScottishChallenge

Breadth

ConsolidatingApplying higher order skills

Standards defined in the

Es & Os


Curriculum forExcellence:Just 4 steps


Step 1 : use the wide concept of the curriculum to:

• Look harder at the 4 capacities

• Look below the headings!


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


Step 2: Engage with the outcomes and experiences

• Review current programmes in the context of the Es and Os, and the 4 capacities

• Use improvement planning to address issues of priority and pace

• Review learning and teaching approaches


Reflect on your own practice……

How do activities build on prior learning?

How are children involved in doing, thinking and exploring?

How are parents involved? In what ways is learning

meaningful and relevant? How are your children

challenged through active learning? (see BtC 2)

How do YOU model active learning in YOUR practice?

(see BtC2 p.14)


Step 3: Think hard about the design principles

• Challenge and enjoyment • Breadth • Progression • Depth• Personalisation and choice

• Coherence• Relevance


Challenge and enjoyment

• Enjoyment is important in motivation and in the quality of our experiences in learning and in life. Enjoyment often comes with hard work, perseverance and a sense of achievement.

• Challenge makes learners think hard and develop their skills to the full. It helps to take learning to the next stage


Breadth• The experiences and outcomes define breadth

in the curriculum• They helpfully embed aspects such as

enterprise, sustainability and creativity• A shift from time allocations...to…

learners need sufficient time and quality of learning to make good progress through the levels and achieve securely the learning set out in the guidance


Progression in both attainment and wider achievement

• Attainment is a measure of learning. It is important because it represents standards in key areas of learning such as literacy and numeracy.

• Not all valuable areas of learning can be measured. The curriculum should value “wider achievements”, provide opportunities for them and recognise and celebrate them …because they benefit children and young people.

• CfE stresses the importance of both ‘attainment’

and ‘wider achievement’.


Depth and Relevance• Probing and researching a particular topic in depth,

spending time on discussion of learning, explaining it to others, applying what has been learned in different contexts, developing secure understanding.

• Selecting content and making links with the child’s experience, learning and interests in and beyond school makes learning relevant.. eg making connections with the local community, the world of work, experiences of travel or interests in sport or the media.


Personalisation and Choice do not mean individualised

teaching • 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.


Coherence

• Helping children to see links between different aspects of learning within and across subjects and curriculum areas and in interdisciplinary studies.

• The primary teacher’s oversight of learning across the curriculum is a major advantage.

• Trying to make links across too many subject areas does not always help coherence.


Step 4• Organise programmes based on curriculum

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

• Some programmes need to be structured to ensure clear progression in skills with skills applied in contexts across the curriculum.

• Other learning is best organised in highly motivating interdisciplinary studies.


The Early Level• Children fully engaged in their learning

which is interactive, purposeful and defined within the outcomes and experiences

• Learning env. which is relaxed and supportive with opps for observation, interaction and exploration of interests

• Imaginative use of space and resources allowing children to work individually and collaboratively

• Imaginatively resourced and stimulating env. with opps for engagement in exploratory, imaginative play


Getting the thinking clear1. We have been doing CfE for years2. Attainment doesn’t matter any more3. CfE = interdisciplinary or thematic

learning4. CfE = cooperative learning/ critical

skills5. Active learning = energetic learning6. Enjoyment = easy work7. We don’t have any time for CPD


Leading the change – 8 conditions emerging

1. Securing a strong ethos and values is often the starting point

2. Giving high priority to achieving a consistently consistently high quality of learning and teachinghigh quality of learning and teaching across the centre/ school

3. Importance of staff learning togetherlearning together, for example seeing each other teach, reflecting together on the experiences and outcomes within their own area of interest and across them all

4. Using literacy, numeracy and health and literacy, numeracy and health and wellbeingwellbeing as starting points


Leading the change – 8 conditions emerging

5. Importance of knowing about the progress of every knowing about the progress of every childchild across a wider range than before – roles of all staff in this endeavour

6. Coherence and progression need more joint joint thinking and partnershipthinking and partnership than before. This requires strategic support at senior levels

7. Need to work across a range of developmentsrange of developments in a well-sequenced, planned way

8.8. LeadershipLeadership essential, in all its facets – using all resources to the full, coaching, planning, setting high expectations


HMIE focus in the coming year

• CfE reflected in self-evaluation and improvement plan priorities

• Developing beyond vignettes of good practice to coherent approaches to curriculum development

• Focus on broad general education• Looking for examples of SLIP • Impact across each centre, school,

college


HMIE focus in the coming year

• An understanding by teachers/staff of what CFE is about using BTC 2 and 3

• All teachers/staff are increasingly familiar with and using the experiences and outcomes to improve teaching, learning and achievement

• All teachers/staff are promoting literacy, numeracy health and wellbeing effectively

• The professional agenda: turning the broad experiences and outcomes into suitable programmes and studies


What will be different from what we’re doing now?

• What would you expect to see featuring more frequently?

• What kind of practice would you not expect to see, or see less of, in pre-school settings, schools and colleges?


What are YOU going to do as a result of today?

• What steps are you planning to take when you get back to your college?

• How will your practice be influenced by what you have heard and seen today?

• How will you prepare your students to deliver in a CfE environment?

educationeducation improving scottish curriculum for excellence: making it happen kenneth muir hm...

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