1. Curriculum Evening 4 th November 2010 Curriculum For Excellence

2. The Curriculum “The totality of all that is planned for children and young people throughout their education”  Ethos and life of the school as a community  Curriculum areas and subjects  Interdisciplinary learning  Opportunities for personal achievement

3. 8 Curricular areas and subjects Languages and Literacy  English language: Reading, Writing, Talking & Listening  French Mathematics and Numeracy Health and Wellbeing  Mental, emotional, social & physical wellbeing & physical wellbeing  P.E.  Food and health  Substance misuse  Relationships Religious Education  This Is Our Faith  Other religions  Education for Love Expressive Arts  Music  Drama  Art Sciences  Planet earth  Forces and electricity  Biological systems  Materials  Topical Science Social studies  People, past events and Society  People, place and Environment  People, society, economy and business Technologies  ICT  Technology skills

4. Levels  Early level - Nursery to Primary 1 or later for some some  First level - Primary 2, Primary 3,Primary 4, but earlier or later for some but earlier or later for some  Second level - Primary 5, Primary 6, Primary 7, but earlier or later for some but earlier or later for some  Third and Fourth level - S1-S3, but earlier for some some

5. The Purpose of the Curriculum – The 4 Capacities  Successful Learners  Confident Individuals  Responsible Citizens  Effective Contributors  Faithful Disciples

6. Curriculum For Excellence Developments  Lessons will be more engaging, inspiring & relevant  Teachers will make connections between subjects, helping children make sense of the world  Children will learn HOW to learn & how to use their learning  More focus on knowledge & skills-Literacy & Numeracy

7. Learning and Teaching-Primary 2 Example Literacy Level 1 Outcome Using what I know about the features of different types of texts, I can find, select, sort and use information for a specific purpose. For learners to demonstrate that their progress is secure and that they have achieved a level, they will need opportunities to show that they have achieved: Breadth: differentiated activities Children will select & find information about owls. Teacher will give children 3 questions about owls. Children will use books, internet, visit from Crossford Birds of prey to answer these questions Challenge: moving forward to more challenging learning in some aspects of higher order skills - demanding secure learning that is transferable Children compose their own questions about owls and find the answers to these questions. Application: apply what has been learned in new & unfamiliar situations - consider outcomes from other curricular areas that could be addressed through the application Children apply their ability to use reference books/internet in another curricular area, eg, science, social studies.

8. CREATING Generating new ideas, products or ways of viewing things Designing, constructing, planning, producing, inventing EVALUATING Justifying a decision or course of action Checking, hypothesising, critiquing, experimenting, judging ANALYSING Breaking information into parts to explore understanding & relationships Comparing & organising, deconstructing, interrogating, finding APPLYING Using information in another familiar situation Implementing, carrying out, using, executing UNDERSTANDING Explaining ideas or concepts Interpreting, summarising, paraphrasing, classifying, explaining REMEMBERING Recalling information Recognising, listing, describing, naming, finding HH

9. Assessment  Follow and reinforce the curriculum, promoting high quality learning and teaching  Greater focus on skills development- knowledge, skills, attributes & capabilities, including higher order skills  A national system of quality assurance and moderation  No National Assessments  NAR – National Assessment Resource  Tests as part of a toolkit and not “Be all”  New qualification from 2013

10. Activity (Learning experience)Criteria for assessment (WILF) I can… Do: pupils will be given several statements (some fact, some opinion) They will be asked to sort these statements into 2 bundles- fact/opinion. These statements will be topic related. Do: pupils will be given a paragraph and asked to asked highlight any persuasive language in green and factual language in yellow. Write: pupils will write a persuasive/influential paragraph using appropriate language Do: using a variety of sources, pupils will assess how useful/believable the sources are (books, internet, newspaper etc…) Say: pupils will explain and justify their opinions about the sources above(teacher listening and asking questions to develop full assessment of child’s understanding) I can identify and explain the difference between fact and opinion I can recognise factual and persuasive language and I know the difference between both. I know when I am being influenced I can use persuasive language in my writing I can assess how valuable, useful and believable different sources are I can justify my assessment of resources and can explain Experiences and Outcomes To help me develop an informed view, I can identify and explain the difference between fact and opinion, recognise when I am being influenced, and have assessed how useful and believable my sources are. LIT 2-18a I can use primary and secondary sources selectively to research events in the past. SOC 2-01

11. Curriculum for Excellence Reporting  Brief statements on 8 curricular areas  Achievement of a curricular level in part or whole  Achievement in different contexts/settings  Any gaps in progress

12. Developing Has started to engage in the work of the new level and beginning to progress in an increasing number of outcomes across the breadth of learning described in the Es & Os for that level Has started to engage in the work of the new level and beginning to progress in an increasing number of outcomes across the breadth of learning described in the Es & Os for that levelConsolidating  Has achieved a breadth of learning across many of the experiences & outcomes for the level.  Can apply what has been learned in familiar situations  Is beginning to undertake more challenging learning & to apply learning in unfamiliar contexts Secure  Has achieved a breadth of learning across almost all of the Es & Os for the level, including any significant aspects of the curriculum area  Has responded consistently well to the level of challenge set out in these Es & Os  Has moved forward to more challenging learning in some aspects  Has applied what has been learned in new & unfamiliar situations Curriculum for Excellence-Reporting Language