1. Curriculum for Excellence and Active Learning
Peter Eavers
Area Adviser
Learning and Teaching Scotland

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

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

4. Revolution by Evolution
Building on best practice
Broader outcomes
The journey not just the finish lines

5. 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)
Ensure all educators, including EY and ASN, are included. Everyone responsible for children’s learning.
Message that leadership for learning has to be encouraged in all our schools

6. Definition of the Curriculum
The ethos and life of the school
Curriculum areas and subjects
Interdisciplinary projects and studies
Opportunities for personal achievement
What we need to think about as each new set of outcomes appears and address how to organise them

7. Sustainable development
Cross-cutting themes
Citizenship
Enterprise
Creativity
Sustainable development
ACfe offers the opportunity to embed these various important elements into the curriculum, not bolt them on.
A Curriculum for Excellence offers a way of unifying the curriculum through themes such as enterprise, citizenship, sustainable development, health and creativity. Often seen as add-ons, these can be built into the curriculum framework.

8. ...think critically & creatively
Skills for Scotland – A Lifelong Skills Strategy
...plan and organise
...work with others
...solve problems
The
ability to
...think critically & creatively
...use initiative
A very interesting document was published by the Scottish Government last week - Skills for Scotland – A Lifelong Skills Strategy describes the skills which will be required to help Scotland achieve success in today’s global market. In addition to the core skills of Communication, Numeracy and ICT, these are the “softer” skills employers are looking for today. Do you see the similarity between these and those of the effective Problem Solver? They are in fact almost identical.
...to learn
...lead
...take risks
The Scottish Government, Edinburgh 2007

9. 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

10. 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

11. 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

12. 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

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

15. 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

16. 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

17. 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

18. 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

19. Approaches to Learning and Teaching
Allow for choice
Encourage independence
Give children ownership
Encourage children to explain their thinking 19

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

21. As I mentioned earlier, the principles of AifL should remain at the heart of our classroom practice.
All be familiar with this.....
The outcomes are written in the first person – I can, I have – making them ideal for use in formative assessment strategies – sharing L.I. and S.C. Peer and self assessment – setting own personal targets – providing quality feedback/next steps – high quality interactions, effective questioning (open), sharing the standard (interpreting the outcomes), gathering evidence of progress (observation of activities, talking and listening to children, not just about ticking text book pages in a jotter).
There is a lot of good practice around Scotland – we must keep building on this and indeed improve upon it as it fully supports the development of the skills we are trying to develop in our young people within the framework of CfE.

22. Sharing practice
Learning to Learn resource

23. A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM
Peruvian
Lunch
Café

24. A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM
I have used a range of ways to collect information and can sort it in a logical, organised and imaginative way using my own and others’ criteria.
The pupils plan the event and
how to organise it as a class

25. A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM
I have carried out investigations and surveys, devising and using a variety of methods to gather information and have worked with others to collate, organise and communicate the results in an appropriate way.
Pupils work together to
devise a questionnaire

26. A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM
I can display data in a clear way using a suitable scale, by choosing appropriately from an extended range of tables, charts, diagrams and graphs, making effective use of technology.
Pupils collating the results and display their findings

27. A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM
I can use the common units of measure, convert between related units of the metric system and carry out calculations when solving problems.
Measuring the furniture to plan the layout of the hall

28. A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM
Having investigated where, why and how scale is use and expressed, I can apply my understanding to interpret maps and plans.
Creating scale drawings to work out how to fit the maximum number of people in the hall

29. A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM
I can use the terms profit and loss in buying and selling activities and can make simple calculations for this.
Working out how much it will cost so they can decide how much to charge

30. A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM
Having determined which calculations are needed, I can solve problems involving whole numbers using a range of methods, sharing my approaches and solutions with others.
The pupils prepare the
food for their guests

31. A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM
The big event!

32. A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM
PUPIL COMMENTS

33. Workshop activities
Using the outcomes
addresses

34. Some considerations Environment
Physical
Emotional
Planning – start with the learning not the activity
Parents
Communication
Pre-conceptions

35. “This boy shows great originality which must be curbed at all costs”
Sir Peter
Ustinov
Surely this poor lad did not experience a curriculum based on the values, purposes and principles of CfE.
If there was ever a quote which illustrated the complete opposite of what we are trying to promote now in CfE, then I think this might be it!
Activity