1. Curriculum for Excellence: what HMIE is looking for?
Jane Renton, HMIE
Curriculum for Excellence:
what HMIE is looking for?
Speak to the World
Jane Renton
@ SCILT
Aberdeen
March
Learn Languages

2. Curriculum for Excellence: Scotland's new curriculum
relevant, inspiring, engaging education for
every child and young person in Scotland

3. building the curriculum 3 & 5

4. Curriculum for Excellence values
wisdom
justice
compassion
integrity

5. Curriculum for Excellence contexts for learning
The curriculum is the totality of experiences which are planned for children and young people through their education, wherever they are being educated.
ethos and life of school as a community
curriculum areas and subjects
interdisciplinary learning
opportunities for personal achievement

6. Curriculum for Excellence design principles
Jane Renton, HMIE
Curriculum for Excellence design principles
challenge and enjoyment
breadth
progression
depth
personalisation and choice
coherence
relevance

7. Curriculum for Excellence: curriculum areas
languages and literacy
mathematics and numeracy
health and wellbeing
expressive arts
religious and moral education
science
social subjects
technologies

8. Curriculum for Excellence the six entitlements
children and young people are entitled to experience:
a curriculum which is coherent from 3 to 18
a broad general education, including the experiences and outcomes which are well planned across all the curriculum areas, from early years through to S3
a senior phase of education after S3 which provides opportunity to obtain qualifications as well as to continue to develop the four capacities
opportunities for developing skills for learning, skills for life and skills for work with a continuous focus on literacy, numeracy and health and wellbeing
personal support to enable them to gain as much as possible from the opportunities which Curriculum for Excellence can provide
support in moving into positive and sustained destinations beyond school.

9. Assessment for Curriculum for Excellence September 2009
For learners to demonstrate that their progress is secure and that they have achieved a level, they will need opportunities to:
have achieved a breadth of learning across the experiences and outcomes for aspect of the curriculum;
respond to the level of challenge set out in the experiences and outcomes, and show they are moving forward to more challenging learning in some aspects; and
apply what they have learned in new and unfamiliar situations.

10. Local Authorities have an authority-wide CfE development programme;
use CfE guidance;
ensure CfE is a key priority in all improvement plans;
ensure schools are using BtC3 to review the curriculum and to identify implications for their practice; and
have an authority-wide CPD plan in place to support CfE adoption.

11. Senior Managers
provide strong leadership for the implementation of CfE;
ensure teachers know about key documents as they are issued;
provide opportunities for teachers to reflect on aspects of CfE; and
expect CfE to have a positive impact on learning and achievement.

12. Teachers are familiar with: BtC3 and what it means for their teaching;
the experiences and outcomes within the curriculum, including for their subject/ stage; and
advice on literacy, numeracy, health and wellbeing as responsibility of all.
They are able to identify examples of improvements in learners’ experiences and in standards of achievement related to implementation.

13. Curriculum for Excellence: modern languages
principles and practice
experiences and outcomes

14. experiences and outcomes
Listening and talking
Listening for information
Listening and talking with others
Organising and using information
Using knowledge about language
Writing
Reading
Finding and using information
Reading to appreciate other cultures
Reading for interest and enjoyment
Using knowledge about language

15. Es&Os “providing the specificity”
not thinking we are doing it all already
starting point is what children and young people will learn – not a textbook or ICT package
family, pets and bedrooms will not do!

16. by the end of Primary 7, the majority of children will have learned the skills necessary to:
• give a short presentation about themselves
• take part in simple conversations and transactions
• understand classroom instructions and personal information
• enjoy listening to a story, song or poem
• read aloud a simple text
• read and understand a short text
• write a few sentences about themselves and others.

17. using the Es & Os to plan your teaching programmes
big 21st century themes
healthy living
La Francophonie
popular culture and fashion
Which topics in your current S1 programme
would fit under these big headings?

18. beyond modern languages
literacy
health and wellbeing
numeracy
ICT to enhance learning
are the responsibility of all practitioners

19. cross-cutting themes
Important themes such as enterprise, citizenship, sustainable development, international education and creativity need to be developed in a range of contexts. Learning relating to these themes is therefore built in to the experiences and outcomes across the curriculum areas. This approach reduces the need for other layers of planning across the curriculum.

20. responsible, global citizens
International education:
responsible, global citizens

21. international education
At its best, a curriculum which includes planned opportunities for learning in an international context can enable children and young people to become more outward looking and confident about themselves and their nation, be more skilled and competent users of world languages, develop an evolving, informed world view and an understanding of Scotland’s place in it, learn about and understand other cultures and religions at first hand, and participate as active, responsible global citizens.

22. interdisciplinary learning
Effective interdisciplinary learning:
can take the form of individual one-off projects or longer courses of study
is planned around clear purposes
is based upon experiences and outcomes drawn from different curriculum areas or subjects within them
ensures progression in skills and in knowledge and understanding
can provide opportunities for mixed stage learning which is interest based.

23. Interdisciplinary learning & global citizenship at Lenzie Academy
A two-week interdisciplinary unit of work on the theme of fair trade was delivered to all S2 pupils by three departments: modern languages, modern studies and home economics. In French, pupils looked at the background to fair trade, concentrating on ‘les pays francophones’ and compared the daily routine of a Cameroon pupil to that of a pupil in Scotland. The unit led to reading, writing and speaking outcomes for Pupils had the opportunity to use French at a high level and on a ‘grown up’ theme which included issues relating to global citizenship. They read challenging texts in a variety of styles, then completed a writing task consisting of either a letter on personal routine, or a leaflet on fair trade for Level F. The speaking task was a presentation linked to the writing. Pupils also had to produce a poster or advert for a fair trade product of their choosing. The project had clearly captured the imagination and enthusiasm of the pupils.

24. Curriculum for Excellence is about:
raising standards
encouraging children and young people to take satisfaction from engaging with difficult subject matter
a broad, general education as an entitlement; nearly all young people achieving third/fourth level outcomes across all curricular areas