George Smuga 21/22 October, 2008 Seo e Feuch e Professional Adviser, Curriculum Division, Scottish Government

Building the Curriculum 3 A Framework for Learning and Teaching

The National Context “This is a critical time for educational reform in Scotland. Working together – across government, local authorities, schools, colleges, early years settings and other learning establishments – we can make a real positive difference for Scotland’s young people. Curriculum for Excellence …. is a programme of reform for our nation that will ensure all young people have the skills and capacities they need to succeed in the 21 st century. Fiona Hyslop – 10 June 2008

Key National Drivers Why We Are Where We Are Need to maximise the talents of all young people to compete in a global economy Need to address under-achievement especially amongst young people from disadvantaged socio-economic backgrounds Need to place higher priority on skills for life and skills for work Need to introduce greater flexibility and innovation into the education system

Change Is Needed Because The World Is Changing We require young people who are: Innovative and creative Can see connections in their learning Adaptable and flexible Analytical and critical thinkers Problem solvers Able to self-manage

Freeing Schools Of Their Shackles “Progressing the new 3-18 curriculum …. will require much greater freedom in curriculum both for local authorities and for schools themselves.” “The institutional framework of curriculum, examinations and qualifications needs to be more flexible so that schools …. and teachers can exercise greater professional responsibilities.” – OECD Report 2007

Next Milestones Publication of final Experiences and Outcomes Building The Curriculum – Assessment Building The Curriculum – Skills Further case studies and exemplification

Building The Curriculum 3 Key Features A values based curriculum with aspirations for all of Scotland’s young people Professional freedom and responsibility – minimal central prescription Focused on “the learner at the centre” Focused on engaging, active and enterprising learning and teaching linked to assessment Focused on partnership working

Building the curriculum The curriculum: all that we plan for children and young people’s learning Principles for planning Challenge and enjoyment Breadth Progression Depth Personalisation and choice Coherence Relevance Experiences and outcomes 8 curriculum areas Entitlements Including broad general education; Senior phase; Skills for learning, for life and for work Values Wisdom, justice, Compassion, integrity Values Wisdom, justice, Compassion, integrity Effective teaching and active, sustained learning Effective teaching and active, sustained learning Support for learning through choices and changes into positive and sustained destinations Support for learning through choices and changes into positive and sustained destinations Assessment, qualifications Self-evaluation and Accountability, Professional development aligned with purposes Assessment, qualifications Self-evaluation and Accountability, Professional development aligned with purposes

Key Design Features – “Four, six, seven and eight” Schools will seek to provide a coherent curriculum through Four curriculum contexts Six entitlements for all young people Seven principles of curriculum design Experiences and outcomes built around eight curriculum areas by applying: Core values and purposes Engaging and active learning and teaching Personal support

Curriculum – The Four Contexts Defined as “the totality of all that is planned for children and young people throughout their education” – this comprises: Ethos and life of the school and community Curriculum areas and subjects Interdisciplinary learning Opportunities for personal achievement

Every child and young person is entitled to experience: A coherent curriculum from 3-18 A broad general education based on the experiences and outcomes across all curriculum areas. A senior phase to obtain qualifications and other planned opportunities for developing the four capacities Opportunities to develop skills for learning, skills for life and skills for work with a continuous focus on literacy and numeracy and health and wellbeing Personal support to achieve to the highest possible level Support to move into positive and sustained destinations beyond school

Early Years and Primary Key Considerations Active learning ensuring progression and depth Transition pre-school into primary 1 and into secondary A broad general education with a focus on literacy, numeracy and health and wellbeing Progression between and within levels A collaborative approach to review and planning by staff within and across sectors Timescale for developing and implementing all the experiences and outcomes across all the curriculum areas

S1 – S3 Key Considerations Stepping up a gear on transition from P7 into S1 Moving away from long-established organisational structures to enable a broad general education for S1-S3 Taking learning out of ‘silos’ to establish better connectivity in learning Balance between subject teaching, interdisciplinary learning, skills development across the curriculum and planned opportunities for personal achievement Assessment, recording achievement and preparing young people for the senior phase

S1 – S3 A Broad General Education? A rich, deep and broad learning experience Based on the Experiences and Outcomes across all the curriculum areas up to the third curriculum level Level 4 will provide opportunities for specialisation and further depth Designed to give young people security in their learning before moving into qualifications in the senior phase Not an extension of the standardised common course A different philosophy to the early presentation model

The Senior Phase Key Considerations Structuring the curriculum flexibly to take account of the proposals on qualifications Balancing the key place of qualifications with providing other planned opportunities for personal achievement Working with other partners who contribute to the young person’s learning Supporting young people into positive and sustained destination

Other Key Areas Communication with parents Leadership Assessment CPD Accountability

Planning for Implementation “The children who are currently in primary 6 are likely to be the first to experience the new secondary curriculum in full” – Fiona Hyslop 24 April 2008 “Planning should proceed on the basis that the school year will be spent on preparation for approaches based on this guidance from school year ”– BtC3

What Are The Priorities? Reviewing the curriculum 3-10 – moving from 5-14 Extending active learning from early years through primary Improving transitions early years to primary and primary to secondary Introducing more interdisciplinary learning Embedding literacy, numeracy and HWB across the curriculum Redesigning the S1-S3 curriculum for a ‘broad general education’ Extending opportunities for skills for life and skills for work Formalising personal achievement options Strengthening learning partnerships Redesigning the S4–S6 curriculum

Opportunities Reform with change Creating a new landscape to meet local needs and circumstances without prescribed inputs or central models Reflective professionals working collaboratively Encouraging innovation and creativity Building an education system designed to prepare young people to meet the unknown