1. Date Venue Dr Joyce Henderson Team Leader for Science, Social Studies and the Technologies Trevor Gray & Patrick Carson Development officers

2. Programme of the Day The philosophy of Curriculum for Excellence An introduction to the social studies and technologies experiences and outcomes Making connections across the experiences and outcomes

3. The Curriculum Review Group Nov 2004 March 2006 Nov 2006 March 2007 Sept 2007 – June 2008 April 2006 Progress & Proposals Starter and Reflective Tool Kits Building the Curriculum1 Building the Curriculum2 Draft Learning Experiences and Outcomes Currently available – making the best use of guidance ?

4. Values Wisdom Justice Compassion Integrity Purposes Successful learners Confident individuals Responsible citizens Effective contributors Principles Challenge and enjoyment Breadth Progression Depth Personalisation and choice Coherence Relevance

5. So what’s different? Single framework 3 – 18 Promote learning across a wide range of contexts and well planned experiences More than curriculum areas and subjects, also –Ethos and life of the school –Interdisciplinary projects and studies –Opportunities for personal achievement Equip young people with high level of literacy and numeracy skills

6. How learning is organised Curriculum Areas: –Expressive arts –Health and well being –Languages –Mathematics –Religious and moral education –Science –Social studies –Technologies

7. Proposed achievement framework Level Experience and outcomes for most children or young people early in pre-school and in primary 1 first by end of P4, but earlier for some second by end of P7, but earlier for some third in S1 – S3, but earlier for some fourth fourth level broadly equates to SCQF 4 senior in S4 – S6, but earlier for some

8. Why engagement is important “ LTS will use the results of this research to identify aspects of the draft materials which need to be changed or augmented, ensuring that the contribution of the trialling work is fully considered as part of transformational change.” Curriculum for Excellence Outcomes and Experiences Engagement Strategy

9. Types of Engagement 1. Online and paper questionnaires 2. Trialling 3. Focus Groups 4. Events following publication

10. Quality Assurance process Writing Team Internal Programme Board Quality Assurance Validation Group Management Board for sign off Publication

11. The task is to produce a curriculum framework of experiences and outcomes that will describe the expected learning experience of each child and young person from Early to Fourth Level. Curriculum Design Commissioning Statement (Summer 2006) (use slide 6 from core script)

12. Social studies The lines of development are: People, past events and societies People, place and environment People in society, economy and business

13. People, past events and societies Essences: Heritage Scotland Lifestyles Individuals and events Conflict Chronology

14. People, place and environment Essences: Landscapes Natural disasters and extreme events Care of the environment Land use Journeys Local community Weather and climate Human/physical interaction Maps and mapping

15. People in society, economy and business Essences: Needs and wants Rules, rights and responsibility Participation and decision making Comparative lifestyles Business and enterprise

16. Unpacking an outcome

17. Functional areas of business Different organisational structures Why businesses fail Private sector organisations Chain of command Tall and flat – adv’s Impact of size on structure Reasons for restructuring Finance Operations Human resources Marketing Sole trader Partnerships PLC’s By exploring a business environment and how it is organised, I can gain an understanding of the role of departments and personnel, evaluating how they contribute to the success or failure of the business. (Fourth level) Role of competitors Factors affecting levels of profit/loss Cash flow problems

21. The importance of collaboration Learning is best accomplished when information is presented in meaningful, connected patterns since this is how children encounter subjects in the real world – combined in one activity. The greatest enemy of learning is coverage. As long as you are determined to cover everything you guarantee most children will understand nothing. (Howard Gardiner)

22. “Practitioners are the key to successful implementation of Curriculum for Excellence. The quality of learning and teaching in every setting – and the inspiration, challenge and enjoyment which can come from practitioners’ enthusiasm and commitment – will be critical to achieving our aspirations for all young people.” Building The Curriculum 1 (Page 1)

23. Approaches to Learning and Teaching provide active learning opportunities allow for choice encourage independence give children and young people ownership encourage children and young people to explain their thinking help children and young people to make connections and transfer their learning to new situations

24. Approaches to Learning and Teaching provide meaningful, relevant contexts, including the world of work embed principles of Assessment is for Learning literacy, numeracy and aspects of HWB being the responsibility of all use of resources within and beyond the school collegiate leadership

25. Implications for my professional practice Review current practice to: - identify what already is in place to deliver good practice - identify aspects to develop further Discuss and plan for the implementation of learning experiences and outcomes Trial learning experiences and outcomes in the classroom Pilot innovative learning and teaching approaches

26. Contact details Dr Joyce Henderson jo.henderson@LTScotland.org.uk Tel: 0141 282 5109 Patrick Carson p.carson@LTScotland.org.uk Tel: 0141 282 5075 Trevor Gray t.gray@LTScotland.org.uk Tel: 0141 282 5031

27. Workshop Activity Feedback on the experiences and outcomes

28. Workshop Activity 2 Making connections within Social Studies

29. Scottish Identity People, past events & societies People, places & environment People in society, economy & business By exploring places, investigating artefacts and discussing the past, I can interpret historical evidence to help build a picture of Scotland’s heritage. SOC 201A I can investigate a Scottish historical theme to discover how past events or the actions of individuals or groups have shaped Scottish society. SOC 202B I can describe the contribution individuals from the past made during their lives, locating them in time, and explain the influence of their actions then and since. SOC 204E Having explored my local area, I can use my discoveries to prepare a guide showing different places live, work and relax and interesting places to visit. SOC 211G By exploring the diversity of cultures, values and customs in Scotland, I begin to understand the nature of our multicultural society and can discuss the issues around this. SOC 218N By comparing the lifestyle and culture of citizens in another country with those of Scotland, I can discuss the similarities and differences. SOC 220Q