Curriculum for Excellence (CfE): Lessons from the Interactive Whiteboard

Dr Jacqueline Nairn (University of St. Andrews)&

Ginny Saich (Educational Development, OD)

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Session Outline• An overview of the Higher Education Academy CfE

Scholarship programme

• First-hand account of CfE observation and potential implications for HE practice o Jacqueline Nairn, University of St. Andrews, previously University of Stirling,

School of Natural Sciences

• Key messages from other reports of CfE observation and potential implications for HE practice o Ashley Fenwick & Greg Mannion, School of Education, University of Stirling

• Discussion of potential implications for personal HE practice

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Curriculum for Excellence

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• The Higher Education Academy CfE Scholarship Programmeo Strengthening Partnerships Across Scotland’s Education

Sectors (SPASES)

• Observations of CfE in the Sciences

• Potential implications for HE practice

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“Outdoor learning, the Secondary Curriculum and Implications for Initial Teacher Education”

by Ashley Fenwick (School of Education, University of Stirling)

Employed professional dialogue/interviews with staff and pupils at two secondary schools

o To obtain a secondary school perspective on outdoor learning within the curriculum – what is the nature, and purpose of outdoor learning?

o To gain a better understanding of the learning opportunities and challenges connected to outdoor learning curriculum development within secondary schools

o To provide an opportunity to consider implications for ITE and the student experience

o Employ professional dialogue/interviews with staff and pupils at two secondary schools

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“Outdoor learning, the Secondary Curriculum and Implications for Initial Teacher Education”

by Ashley Fenwick (School of Education, University of Stirling)

Some of the commonalities identified across both case studies:o Acknowledgement of favourable policy context linked to outdoor

learningo Positive staff attitude towards greater role for outdoor learning and

leadership support for embedding outdoor learning opportunitieso Consensus that wider achievement (beyond exams) such as outdoor

learning should be recognised (potential links with HEAR?)o Key individuals acting as champions for initiativeso Challenges of timetabling structures and focus/priority on attainment and

examinable outcomes (latter more evidence in upper school)o Interdisciplinary contexts were suited to outdoor learning

(Interdisciplinarity within HE?)o Need for professional development on how to implement outdoor

learning effectively from a subject perspective (direct links to ITE)

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“Outdoor learning, the Secondary Curriculum and Implications for Initial Teacher Education”

by Ashley Fenwick (School of Education, University of Stirling)

General Implications for Higher Education:

o Contexts for learning

o Outdoor learning and HE disciplines

o Interdisciplinary opportunities

o Implications for ITE

o Teachers as learners

o Linking learning – Indoor and Outdoor spaces

o Placement opportunities

o Partnership opportunities

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“Career-long Professional Learning for Teaching Outdoors”

by Dr Greg Mannion (School of Education, University of Stirling)

Employed small-scale professional inquiry process:

• Interviews with range of staff at a secondary school

• Attending workshops at a Scottish Natural Heritage ‘sharing good practice’

event for teacher educators on the career-long professional development of

teachers for outdoor learning and play

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“Career-long Professional Learning for Teaching Outdoors”

by Dr Greg Mannion (School of Education, University of Stirling)

Examples of possible directions for enhancement:• Build upon effective models emerging - sustained, partnership working

among local authorities, universities, schools and other providers• Partnership between disciplinary departments and Schools of Education

(ITE)• Mentoring, Peer-to-peer and collegial approaches• Training targeted at addressing barriers to teaching outdoors• Place and context flexibility• Time and stage• Greater partnership working• Practice-orientations/working with learners• Single-discipline, interdisciplinary and interdepartmental approaches• Internships beyond placements

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Discussion• What, if any, elements of the examples discussed

potentially relate to your own discipline?

• What changes, if any, do you envisage within your own practice in light of CfE?

• What, if any, associated support do you consider you may need?

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Contact DetailsDr Jacqueline Nairn University of St. AndrewsEmail: jn37@st-andrews.ac.uk

Ginny SaichOrganisational Development, University of StirlingEmail: vas1@stir.ac.uk