Curriculum for Excellence

Curriculum for Excellence

… a curriculum for our children’s future…

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

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.

Keeping up with change

‘Jobs’ and work patterns Technology and the internet Environmental concerns Health and wellbeing Living together in a ‘smaller’ world

What is education for?

Learning to be Learning to learn Learning to live with others Learning to do UNESCO: Aims of Education

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

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

Definition of the Curriculum

• The ethos and life of the school

• Curriculum areas and subjects

• Interdisciplinary projects and studies

• Opportunities for personal achievement

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 friendsAll of these experiences contribute to a

child’s learning and development.

Focus on the Whole Child

Literacy

Numeracy

Aspects of Health and Well-being

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Progression and Levels of Achievement

Level Experiences 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 level broadly equates to SCQF level 4Fourth

Senior In S4 – S6, but earlier for some

Approaches to Learning and Teaching

• Allow for choice

• Encourage independence

• Give children ownership

• Encourage children to explain their thinking

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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

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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

What about employers?

• Consultation at national and local level

• Focus on skills for learning, skills for life, skills for work

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

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.

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

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.

Technologies

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

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.

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.

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.

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.

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.

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.

How can parents help?

SPICE

Support

Praise

Interest

Challenge

Encouragement

Brian Boyd

“This boy shows great originality

which must be curbed at all

costs”Sir Peter Ustinov