Curriculum for Excellence Aberdeenshire November 2008

Curriculum for Excellence?

4 simple steps Curriculum for Excellence

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 learners with 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 in new situations confident individuals with 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 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 with respect for others commitment to participate responsibly in political, economic, social and cultural life and 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 contributors with an enterprising attitude resilience self-reliance and able 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 To enable all young people to become

Successful Learners 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 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 Contributors able 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 enjoyment Challenge: Makes learners think hard Develops skills to the full. Takes learning to the next stage Enjoyment: 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

Breadth Experiences 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 of learning, 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.

Relevance Selecting 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 means Helping pupils to see links between different aspects of learning within and across subjects and curriculum areas in interdisciplinary studies draw different strands of learning together Health 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