British Nutrition Foundation Conference

Update from Learning Teaching Scotland (LTS)

Liz Nicoll – Development Officer Health & Wellbeing September 2010

Aims of Presentation

• To update on emerging support from LTS

• Home Economics within CfE

• To consider progression within experiences & outcomes

• An introduction to assessment in the broad general education

• To identify emerging practice

2004 to 2009 CfE timeline

• 2005 - Research and review process – writing teams• 2006 - Progress and Proposals published and the

development of the Building the Curriculum series.• 2007 to 2008 - Draft experiences and outcomes published• 2008 – Analysis of feedback and responses • 2009 - Publication of the new curriculum guidelines• 2009 to 2011 - Planning and implementation. Schools will

have planned throughout 2009-10 for implementation of the new curriculum in 2010-11.

Support from LTS

• Launch of the new website – August 2010• Continually reviewing & updating website• LTS staff supporting staff in all aspects of

CfE• A series of HWB events across the

country• A Food & Health road show aimed at

Primary practitioners

Health and Wellbeing Framework

• Ongoing collation and publication of support for staff materials

• Use of glow as a medium for sharing resources/ ideas

• Opportunities for engagement with Local Authorities and within the Health & Wellbeing Education Network

• Working with BNF to produce a primary food handling skills DVD

Recognising the contribution we all have to make

• Scottish Government recognises the importance we attach to food & drink in Scotland but also the need to address the nation’s poorest diet related health record

• How?• Through Scotland’s National Food & Drink

Policy – Recipe for Success

How does the Policy impact on you as Practitioners?

The paper sets out how we will

• Ensure we make healthy & sustainable choices

• Ensure that our people understand more about the food they eat

Food Education

The Policy identifies the Next Steps:

• To promote food education through the implementation of Curriculum for Excellence

• To explore with relevant stakeholders the potential for partnership opportunities.

• Consultation on the Next Generation of National Qualifications in Scotland

• Support

Where is Home Economics

within Curriculum for

Excellence?

Nutrition

Safe, hygienic practices

Food and the consumer

Food & Health

Food & Health

Home Economics

Technological developments in society

ICT to enhance learning

Preparation techniques & processes

Skills (Food & textile)

Design challenge

Literacy

Numeracy

Responsibility of All

Building Blocks for Food Activities

_

Working in Partnerships

Many ideas for partnership working are shared on the LTS website, they include

• Further education colleges• Skills Development Scotland• Youth work staff• Health professionals• Voluntary sector providers• Training providers• Children's services staff• Parents• Employers• Community learning staff.• Cluster working

AssessmentTrusting Teachers’ Judgements

In order to make sound professional judgements staff will need to:

•gather a wide range of evidence of progress and achievement (increase validity)

•share standards through dialogue and discussion (increase reliability)

•reflect on the implications for learning and teaching, reporting and planning for improvement (consider impact on learners and learning)

Assessment evidenceExamples might include : • an account of what pupils in response to a particular experience

as a video or audio clip; and the criteria used to evaluate the evidence; and notes about features of performance and how a judgement was arrived at

• what pupils in response to questions or experiences; and the criteria or marking scheme used to evaluate the; and notes about its features of and how a judgement about strengths and development needs was arrived at

• a photograph or drawing of what pupils as part of a particular experience; and the criteria used to evaluate the product; and notes about its features of and how a judgement about strengths and development needs was arrived at

• a video of what pupils as part of a particular experience; and the criteria against which observations were made; and notes about its features of and how a judgement about strengths and development needs was arrived at

said

wrote

made

did

Assessment• Range of evidence

that could be generated from these activities?

make/do/say/write

• How will I know they have learned?

• Consider skills progression and identify criteria related to the learning experiences

Ongoing Support• Support teachers in making a continual shift in learning and teaching approaches

• Support for staff

• Working with Authorities to develop NAR material

• Using glow to share emerging practice and offer support

• Working across teams/directorates to ensure the best possible output

Next Steps• Identify what is already in place to deliver your curriculum

• Work with experiences & outcomes within HWB

( including Responsibility of All), Technologies, Literacy & Numeracy

to develop further

• Use experiences and outcomes in the classroom and provide

feedback

• Continue to improve learning and teaching approaches through

review, reflection and responding to the needs of learners.

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)

This is a different kind of development from anything we have had before. It depends on reflective professionals developing their own

thinking and teaching, and working collaboratively. It does not depend on a rollout of a specific curriculum with teachers having

to become familiar with completely new material.”

CfE Management Board, June 2008

“Developing the curriculum is

everybody’s job”“Improving Our Curriculum Through Self-

Evaluation” HMIe

“..It is easier to relocate a

cemetery than change the

school curriculum…”

US President Woodrow Wilson 1914

Final thoughtIt is Important To Be

Optimistic

Contact Us

Liz NicollNational Development Officer, Health & WellbeingE.Nicoll@LTScotland.org.uk

Learning and Teaching ScotlandThe Optima, 58 Robertson Street, Glasgow G2 8DUT: Customer Services 08700 100 297

www.LTScotland.org.uk