Curriculum for Excellence… …at Kirkhill Primary School What it means for both you and your child. October 2013

The history… 5-14 Curriculum- knowledge based and somewhat fragmented Now a 3-18 curriculum- skills based and focussing on enquiry

Why change? To maintain our education system as being one of the best in the world and which prepares our young people for an ever changing and demanding world; able to secure jobs yet to be invented and compete in a rapidly changing world To maintain our education system as being one of the best in the world and which prepares our young people for an ever changing and demanding world; able to secure jobs yet to be invented and compete in a rapidly changing world Our curriculum requires to develop our pupils’ skills for learning, life and work and across the 4 capacities: Our curriculum requires to develop our pupils’ skills for learning, life and work and across the 4 capacities: – successful learners – confident individuals – responsible citizens – effective contributors

The Aim of Curriculum for Excellence It aims to raise standards of education to meet the increasing challenges of a changing world – preparing our pupils for the unknown. The 3 Pillars: Raising Standards Developing Skills Developing Skills Increasing Knowledge

Developing Skills It’s bringing real life to learning – making learning relevant to the world young people live in; developing transferable skills for learning, life and work. It’s bringing real life to learning – making learning relevant to the world young people live in; developing transferable skills for learning, life and work. Re-emphasis on learning skills in Literacy, Numeracy and Health and Wellbeing which will underpin ALL learning. Industry and enterprise will work with schools to offer opportunities for young people to develop skills needed for the world of work. Re-emphasis on learning skills in Literacy, Numeracy and Health and Wellbeing which will underpin ALL learning. Industry and enterprise will work with schools to offer opportunities for young people to develop skills needed for the world of work.

Curricular Areas Literacy 6 hours Numeracy 6 hours Health and Wellbeing (including PE)6 hours ScienceTotal of7 hours Technology (including ICT) Social Subjects French Religious and Moral Education The Arts: Art, Music, Drama A broad and deep curriculum which provides planned EXPERIENCES with expected and specific OUTCOMES for each level based on Skills, Knowledge and Understanding A broad and deep curriculum which provides planned EXPERIENCES with expected and specific OUTCOMES for each level based on Skills, Knowledge and Understanding

Progression Through Levels A rough guide but can be earlier or later for some pupils: Early Level: pre-school years and P1 First Level: P2 to P4 Second Level: P5 to P7 Third Level:S1 – S3 Senior Phase:S4 to S6 National 4 National 5 Highers and Advanced Highers Effective communication at key points of transition is crucial to ensure continuity of learning. Cluster Working How do we know our pupils are progressing? Sharing Standards: Moderation across School, Cluster, NAR Ongoing Formative Assessment around Make Say Write Do More Later! Summative Assessments (Tests) Tracking Attainment

Professional Dialogue Around the Design of our Curriculum in Kirkhill

What does this mean for our pupils?  Exciting, innovative topics relevant to the needs of the children as individuals within their own community  Confident and computer literate youngsters well equipped to use a range of rapidly developing ICT resources  Pupil Support in the widest sense: Literacy, Numeracy, Health and Wellbeing  Active, Interdisciplinary and Collaborative Learning; requiring the ability to transfer skills taught across all learning  Achievements of the WHOLE child is valued by all- including further education establishments and employers. Recognising the importance of Celebrating Success in school and the use of electronic profiles

Let’s look! There are opportunities for learning all around us in everyday life. Parents, teachers and children can have fun with this together …bringing life to learning and learning to life.

A clock that has stopped in class, the building of a wind farm or even some brown trout! Question: What learning could develop? All familiar and relevant objects which would capture the imagination of our pupils.

What parents can do … The importance of TALK! Listen, talk, share and encourage your child to work on tasks on their own, with you, with others and then talk about it afterwards – this has a big influence on children’s learning The importance of TALK! Listen, talk, share and encourage your child to work on tasks on their own, with you, with others and then talk about it afterwards – this has a big influence on children’s learning By being here tonight you are working in partnership with your child’s school By being here tonight you are working in partnership with your child’s school Encourage and praise effort Encourage and praise effort Value & celebrate achievements Value & celebrate achievements Encourage and demonstrate a ‘can do’ approach – ‘give it a try, you might just like it, if you don’t like it that’s “OK” but give it a go anyway! Encourage and demonstrate a ‘can do’ approach – ‘give it a try, you might just like it, if you don’t like it that’s “OK” but give it a go anyway! Foster resilience and perseverance Foster resilience and perseverance Provide as many different experiences as you can Provide as many different experiences as you can Have high, but realistic expectations Have high, but realistic expectations Model & ‘teach’ the values for living- be a good role model Model & ‘teach’ the values for living- be a good role model Keep up to speed with ICT- be a learner too- crucial Keep up to speed with ICT- be a learner too- crucial Teach accountability, responsibility and consequences- don’t spoon feed or be over protective Teach accountability, responsibility and consequences- don’t spoon feed or be over protective

Parents can find out more and on Kirkhill’s Website The partners working to deliver Curriculum for Excellence are: Scottish Governmentwww.scotland.gov.uk The government has responsibility for the national education system Education Scotland Develops the curriculum, provides information and guidance on learning and teaching Scottish Qualifications Authoritywww.sqa.gov.uk Develops, marks and manages the qualifications process Education Scotland (HMIe) The inspectors who monitor the quality of education