Aberdeenshire Curriculum for Excellence Seminar Peter Eavers Area Adviser Learning and Teaching Scotland

“I have never let my schooling interfere with my education” Mark Twain

'Insanity is doing the same things over and over again and expecting the different results' Albert Einstein

Revolution by Evolution Not 5-14 V CfE but 5-14 CfE Building on best practice Transformational change - hearts and minds The journey not just the finish lines

Teachers are key… to successful implementation of A Curriculum for Excellence. The quality of learning and teaching in every classroom – and the inspiration, challenge and enjoyment which can come from teachers’ enthusiasm and commitment – will be critical to achieving our aspirations for all young people. (p1)

Definition of the Curriculum The ethos and life of the school Curriculum areas and subjects Interdisciplinary projects and studies Opportunities for personal achievement

Cross-cutting themes Citizenship Enterprise Creativity Sustainable development

Links with other key developments Journey to Excellence HGI0S 3 QI 2.1 Learners’ experiences Leadership QI 9.3 Developing people & partnerships

Key developments Publication of Skills Strategy: Skills for Scotland Phased publication of draft Learning outcomes and experiences Curriculum architecture Consultation on SCQF levels 4 & 5 Recognition of achievement Roll-out of GLOW

...solve problems...plan and organise...work with others...think critically & creatively...use initiative...lead...to learn...take risks The ability to The Scottish Government, Edinburgh 2007 Skills for Scotland – A Lifelong Skills Strategy

What is Active Learning? “active learning, in which students solve problems, answer questions, formulate questions of their own, discuss, explain, debate, or brainstorm during class, and cooperative learning, in which students work in teams on problems and projects under conditions that assure both positive interdependence and individual accountability.” Richard Felder

What is Active Learning?  any strategy "that involves students in doing things and thinking about the things they are doing“ Bonwell, C. & Eison, J.  Not the sole preserve of Early Years  Active participation in learning rather than pupils simply being active

Why Active Learning? “ Learning requires the active, constructive involvement of the learner” Stella Vosniadou "Learning is not a spectator sport… [Students] must talk about what they are learning, write reflectively about it, relate it to past experiences, and apply it to their daily lives. They must make what they learn part of themselves“ Chickering & Gamson

Why Active Learning?  “Children develop a stronger sense of self- worth when they are able to talk about their learning”  “Pupils are more likely to be engaged with schooling when they are consulted and their views treated with respect.” 10 Principles of Effective Teaching and Learning ‘Principles into Practice – A teacher’s guide to research evidence on teaching and learning’ June 2007 Teaching and Learning Research Programme

I hear... I forget I see... and I remember I do... and I understand Ancient Chinese Proverb

What about HMIe?  The learning process must involve active engagement with learning experiences to be successful  Learners should be actively involved in their own learning and development Journey to Excellence

What about HMIe?  Active learning should involve a range of different experiences, which should together make learners think  Active learning includes debating and challenging the ideas of peers and teachers  Journey to Excellence

So what might excellence look like? A wide range of approaches to learning and teaching Clear explanation of new topics and skills Learners often explain information, ideas, processes and skills to teachers and peers

So what might excellence look like? Younger children involved in “hands on” learning Open questioning approaches invite learners’ own opinions Learning is delivered personally to individual pupils and groups according to their needs, rather than being textbook based Journey to Excellence

Focus on the Whole Child  Literacy  Numeracy  Aspects of Health and Well-being 21

Implications for my professional practice pedagogy: developing our practice learning outcomes and experiences: reading and sharing contexts for learning: full range glow: first steps

Implications for my professional practice Making the best use of CPD time “Leaders provide staff development which has a central focus on learning, teaching and meeting needs and their impact on pupils’ achievement. Staff learning is collaborative & collegiate, and led by valued and respected practitioners” (Dimension 4 Leading Learning, : Improving Scottish Education 2006)

24 4 Capacities Successful Learners Use literacy and numeracy Link and apply different kinds of learning in new situations Learn independently and as part of a group Responsible Citizens Make informed choices and decisions Develop informed, ethical views Confident Individuals Relate to others and manage themselves Assess risk and make informed decisions Effective Contributors Work in partnerships and in teams Apply critical thinking Communicate in different ways and in different settings

“The curriculum needs to include space for learning beyond subject boundaries, so that learners can make connections between different areas of learning. Through interdisciplinary activities of this kind, young people can develop their organisational skills, creativity, teamwork and the ability to apply their learning in new and challenging contexts.”  A Curriculum for Excellence: Progress and Proposals 25

26 Building the Curriculum 1 “ All teachers have responsibility for promoting the development of numeracy. With an increased emphasis upon numeracy for all children and young people, teachers will need to plan to revisit and consolidate numeracy skills throughout schooling.”

27 Social Studies Outcome “I can source the different ways in which organisations can raise money and pay for goods and services in order to communicate the advantages and disadvantages of the main methods”

28 Some related numeracy outcomes  I can work collaboratively, making appropriate use of technology, to source and analyse information presented in a range of ways, interpret what it conveys………

29 Some related numeracy outcomes  I can use the terms profit and loss in buying and selling activities and can make simple calculations for this  I can source, compare and contrast different financial products, services and contracts and explain which offer best value to me

30 “They fully demonstrate the links with previous learning across the curriculum and real-life situations and make new learning meaningful” (Journey to Excellence) “Timetabling supports progression within curricular areas and links between areas of learning.” (HGIOS 3) “Teachers develop learners’ literacy and numeracy skills appropriate to the curriculum area.” (HGIOS 3)

Approaches to Learning and Teaching Allow for choice Encourage independence Give children ownership Encourage children to explain their thinking 31

Approaches to Learning and Teaching Provide meaningful, relevant contexts, including the world of work Help children to make connections Embed principles of AifL 32

CuckoosSwallows Ostriches Engaging with ALL How do we build the capacity to fly? How do we use and continue to feed the enthusiasm? How do we involve and support?

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“ This boy shows great originality which must be curbed at all costs” Sir Peter Ustinov

Curriculum for Excellence