Curriculum for Excellence (CfE): Lessons from the Interactive Whiteboard Dr Jacqueline Nairn (University of St. Andrews) & Ginny Saich (Educational Development, OD)

Session Outline An overview of the Higher Education Academy CfE Scholarship programme First-hand account of CfE observation and potential implications for HE practice o Jacqueline Nairn, University of St. Andrews, previously University of Stirling, School of Natural Sciences Key messages from other reports of CfE observation and potential implications for HE practice o Ashley Fenwick & Greg Mannion, School of Education, University of Stirling Discussion of potential implications for personal HE practice EduFair 2014, 7th May 20142

3 Curriculum for Excellence

The Higher Education Academy CfE Scholarship Programme o Strengthening Partnerships Across Scotland’s Education Sectors (SPASES) Observations of CfE in the Sciences Potential implications for HE practice EduFair 2014, 7th May 20144

“Outdoor learning, the Secondary Curriculum and Implications for Initial Teacher Education” by Ashley Fenwick (School of Education, University of Stirling) Employed professional dialogue/interviews with staff and pupils at two secondary schools o To obtain a secondary school perspective on outdoor learning within the curriculum – what is the nature, and purpose of outdoor learning? o To gain a better understanding of the learning opportunities and challenges connected to outdoor learning curriculum development within secondary schools o To provide an opportunity to consider implications for ITE and the student experience o Employ professional dialogue/interviews with staff and pupils at two secondary schools EduFair 2014, 7th May 20145

“Outdoor learning, the Secondary Curriculum and Implications for Initial Teacher Education” by Ashley Fenwick (School of Education, University of Stirling) Some of the commonalities identified across both case studies: o Acknowledgement of favourable policy context linked to outdoor learning o Positive staff attitude towards greater role for outdoor learning and leadership support for embedding outdoor learning opportunities o Consensus that wider achievement (beyond exams) such as outdoor learning should be recognised (potential links with HEAR?) o Key individuals acting as champions for initiatives o Challenges of timetabling structures and focus/priority on attainment and examinable outcomes (latter more evidence in upper school) o Interdisciplinary contexts were suited to outdoor learning (Interdisciplinarity within HE?) o Need for professional development on how to implement outdoor learning effectively from a subject perspective (direct links to ITE) EduFair 2014, 7th May 20146

“Outdoor learning, the Secondary Curriculum and Implications for Initial Teacher Education” by Ashley Fenwick (School of Education, University of Stirling) General Implications for Higher Education: o Contexts for learning o Outdoor learning and HE disciplines o Interdisciplinary opportunities o Implications for ITE o Teachers as learners o Linking learning – Indoor and Outdoor spaces o Placement opportunities o Partnership opportunities EduFair 2014, 7th May 20147

“Career-long Professional Learning for Teaching Outdoors” by Dr Greg Mannion (School of Education, University of Stirling) Employed small-scale professional inquiry process: Interviews with range of staff at a secondary school Attending workshops at a Scottish Natural Heritage ‘sharing good practice’ event for teacher educators on the career-long professional development of teachers for outdoor learning and play EduFair 2014, 7th May 20148

“Career-long Professional Learning for Teaching Outdoors” by Dr Greg Mannion (School of Education, University of Stirling) Examples of possible directions for enhancement: Build upon effective models emerging - sustained, partnership working among local authorities, universities, schools and other providers Partnership between disciplinary departments and Schools of Education (ITE) Mentoring, Peer-to-peer and collegial approaches Training targeted at addressing barriers to teaching outdoors Place and context flexibility Time and stage Greater partnership working Practice-orientations/working with learners Single-discipline, interdisciplinary and interdepartmental approaches Internships beyond placements EduFair 2014, 7th May 20149

Discussion What, if any, elements of the examples discussed potentially relate to your own discipline? What changes, if any, do you envisage within your own practice in light of CfE? What, if any, associated support do you consider you may need? EduFair 2014, 7th May

Contact Details Dr Jacqueline Nairn University of St. Andrews Ginny Saich Organisational Development, University of Stirling EduFair 2014, 7th May