1. Curriculum for Excellence

2. … a curriculum for our children’s future…

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

4. It’s all changed ……. ….… since I was at school  Changes in what is being taught  Changes in how children are taught  Different kinds of lessons  Children knowing more about some things than we do.

5. Keeping up with change  ‘Jobs’ and work patterns  Technology and the internet  Environmental concerns  Health and wellbeing  Living together in a ‘smaller’ world

6. What is education for?  Learning to be  Learning to learn  Learning to live with others  Learning to do UNESCO: Aims of Education

7. The future of education in Scotland The hope is that all Scottish children become  confident individuals  successful learners  responsible citizens  effective contributors to work and society

8. Key Messages of CfE Build on existing good practice, continue to improve standards in learning and teaching, attainment and achievement Promote more active and experiential learning in a variety of contexts Help young people to make connections across the curriculum Help young people to see the relevance of their learning to their everyday lives

9. Definition of the Curriculum The ethos and life of the school Curriculum areas and subjects Interdisciplinary projects and studies Opportunities for personal achievement

10. Outside school A lot of learning also takes place outwith school  at home and within the family  at clubs and in community settings  individually and with friends All of these experiences contribute to a child’s learning and development.

11. Focus on the Whole Child  Literacy  Numeracy  Aspects of Health and Well-being 11

12. Progression and Levels of Achievement LevelExperiences and outcomes for most children or young people EarlyIn pre-school and in Primary 1 FirstBy end of P4, but earlier for some SecondBy end of P7, but earlier for some ThirdIn S1- S3 but earlier for some Fourth level broadly equates to SCQF level 4 Fourth SeniorIn S4 – S6, but earlier for some

13. Approaches to Learning and Teaching Allow for choice Encourage independence Give children ownership Encourage children to explain their thinking 13

14. Approaches to Learning and Teaching Provide meaningful, relevant contexts, including the world of work Help children to make connections Embed principles of Assessment is for Learning 14

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

17. What about exams? ‘Raising the Bar’ academically as well as ensuring pupils develop skills for learning, skills for life and skills for work Consultation on future National Qualifications

18. What about employers? Consultation at national and local level Focus on skills for learning, skills for life, skills for work

19. Key developments 2007-08 Phased publication of draft experiences and outcomes to May 2008 Engagement to December 2008 Guidance on the curriculum as a whole Consultation on SCQF levels 4 & 5 Recognition of achievement Roll-out of Glow

20. How can I get involved?  Look out for information about changes  Discuss with your child what they are doing in school.  Think about what you can do to help achieve the four main purposes of education  Find out how you can get involved in what is happening in your child’s school.

21. Definition of literacy Literacy is the set of skills which allows an individual to engage fully in society and in learning, through the different forms of language which society values and finds useful. Literacy and English cover paper 2008

22. Technologies  I am developing problem solving strategies, navigation and co-ordination skills, as I play and learn with electronic games, remote control or programmable toys.

23. Technologies  Using appropriate software, I can work collaboratively to design a game to help others learn.

24. A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM Symmetry is investigated in “Artists’ Corner” I have explored symmetry in my own and the wider environment and can create and recognise symmetrical pictures, patterns and shapes.

25. A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM Pupils use a sand tray to complete work on co-ordinates I have developed an awareness of where grid reference systems are used in everyday contexts and can use these to locate and describe position.

26. A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM Pupils weigh ingredients for a magic spell in the “haunted house” I can estimate how long or heavy an object is, or what amount it holds, using everyday things as a guide, then measure or weigh it using appropriate instruments and units.

27. A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM Zoo keepers, calculate the feeding times for animals in their charge I am aware of how routines and events in my world link with times and seasons, and have explored ways to record and display these using clocks, calendars and other methods.

28. A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM Budding scientists measure out quantities of “chemicals” in the water tray I have experimented with everyday items as units of measure to investigate and compare sizes and amounts in my environment, sharing my findings with others.

29. A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM The “Small World” area is used to practise following directions I can describe, follow and record routes and journeys, using my knowledge of the vocabulary, angles and signs associated with direction and turning.

30. How can parents help? SPICE Support Praise Interest Challenge Encouragement Brian Boyd

31. “ This boy shows great originality which must be curbed at all costs” Sir Peter Ustinov