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Preparing new teachers for Curriculum for Excellence

Elizabeth MorrisonAssistant DirectorEducation Scotland

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What are we learning about leadership of the curriculum, learning, teaching & assessment?

• Elizabeth Morrison• Assistant Director

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The visionLearners in Scotland will progress in one of the most effective education systems in the world, renowned for the ability of national and local partners to work flexibly together to achieve high quality and equitable outcomes for all

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Curriculum for Excellence – what is it? A coherent learning experience for all of our young people The offer of a range of pathways to meet individual needs and

benefit wider society/economy The opportunity to develop skills for learning, for life, and for work The opportunity to develop attributes and capacities and to gain qualifications Universal support and the expectation that all young people move

into sustained, positive destinations.

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In Curriculum for Excellence, learners make progress by:

continually building on their prior learning; accessing enriching, stimulating, relevant and appropriately challenging

learning experiences and; having opportunities for applying, consolidating and reinforcing learning.

• Learning is usually not linear and learners may progress along different routes and pathways through the Experiences and Outcomes and the senior phase.

• Expectations and milestones are important.

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ProgressionProgression

Progression

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major deliverables 14/15 and 15/16 Launch of Insight Opening Up Great Learning series Planning for progression and effective approaches to assessment Technologies in Learning March 2015 Literacy and English impact review April 2015 Refresh of Glow Oct 2014 HGIOS? 4 Review of inspection Review of Careers Information Advice and Guidance services

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Scottish approach to quality improvement in education: a three-way partnership

Schools evaluate the quality of their own provision...

supported and challenged by the education authority…

backed up by rigorous external evaluation by HM Inspectors

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Next steps:

• Further consultation through conversation days and stakeholder meetings.

• No proposals will be published nor pilot conducted until the beginning of 2015 at the earliest.

• All decisions informed through discussion with external reference group of all key stakeholders.

• Planning for change over time, not a single large-scale change.

How Good Is Our School?The Next Generation

2015

HGIOS 4

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:

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National quality indicators How Good is Our School? 3

• 1.1 Improvements in performance• 2.1 Learners’ experiences• 5.1 Curriculum• 5.3 Meeting learning needs• 5.9 Improvement through self-evaluation

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Inspection Advice Note 2014-15

year of ‘consolidation’ in terms of expectations reducing bureaucracy clear strategy for assessment planning for progression skills for learning, life and work

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Secondary inspection findings Sept 2014 – March 2015

Summary of key strengths

Positive attitudes of young people to their learningStrong partnerships, including with parents, specialist staff,

partners for the curriculum and the local communityRole of staff in leading on a range of school improvements

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Secondary inspection findings Sept 2014 – March 2015

Summary of main points for action

Continue to develop the curriculumContinue to develop whole-school approaches to monitoring and

tracking young people’s progress, particularly during the BGEContinue to improve approaches to improvement through self-

evaluationConsistently high-quality learning and teaching across the school

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Secondary inspection findings Sept 2014 – March 2015

unsatis. weak satis. good vg exc.

1.1 0 0 2 10 7 0

2.1 0 0 2 12 7 0

5.3 0 0 3 12 6 0

5.1 0 0 6 13 2 0

5.9 0 0 9 7 5 0

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CfE visits to secondary schools•Based on 45 visits (Sept 2014 – Jan 2015)

Pupil voice Learning and teachingBroad General EducationSenior PhaseEngaging with Insight

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CfE visits to secondary schools: discussion points

strategic planning for the curriculum? transitions into S1 and post-16? building confidence in education through partnership with parents? initial thoughts re Developing Scotland’s Young Workforce? partnership working to improve CfE outcomes in your learning community

? roll out of the new Higher qualifications? how is Insight being used to support improvement? further support from Education Scotland and national partners?

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CfE visits to secondary schools: key themes emerging

•based on 45 schools:Monitoring and tracking BGE to senior phase: more guidance and

advice on effective monitoring and tracking within the BGE; more guidance and advice on evidencing progression in learning BGE

Literacy/numeracy/HWB: further guidance and advice on effective practice across the curriculum, particularly around assessment across the curriculum

IDL: scope to improve planning for inter-disciplinary learning

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CfE visits to secondary schools: key themes emerging

•based on 45 schools: Insight: further engagement in relation to how to evaluate

improvementsDYW: almost all schools have partnerships in place, request for

resources, guidance on effective practice, employers’ and colleges’ understanding of CfE, ‘breathing space’ to take forward, given still implementing new qualifications and reviewing BGE

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continuing to implement Curriculum for Excellence

pathways not tramlines moving away from blanket decisions on numbers of subjects in S4 informed choices a broad general education for all building on the success of last year’s national qualification results significant aspects of learning published for all curriculum areas/levels

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DYW CfE: the vision•Our aim is to realise the Commission for Developing

Scotland’s Young Workforce’s vision as the full expression of Curriculum for Excellence

•Skills for learning, life and work

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Developing the Young Workforce•Ensuring all young people access the broadest range of opportunities by:

Placing a sharper focus on skills for work and employability Improving the quality of learning about the world of work and knowledge

about the wide range of career options Improving the quality of work based learning Having schools, colleges and industry working together systematically to

provide coherent learning experiences Extending the breadth and reach of apprenticeship opportunities Developing a clear understanding of the value of vocational education for all of

our young people

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Key performance indicator 3

• Increase the percentage of school leavers• attaining vocational qualifications at SCQF level• 5 and above by 2021.

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Planning the curriculum

Plan DYW into existing and future curriculum/improvement planning.

Identify and include the range of partners needed in the planning, design and delivery of learning/services.

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‘Mountains of bumph are no substitute for clarity.’

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tracking and monitoring•Effective analysis and intervention help every child make the best possible progress, based on a range of assessment evidence.

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school assessment strategy purpose and principles of assessment links between learning, teaching and assessment range of assessment methods arrangements for moderation arrangements for tracking and improving young people’s

progress reporting, recognising achievement, profiling

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strong self-evaluation is often… precise and focused forensic in the analysis of young people’s progress practice-based rather than just paper-based able to generate specific strengths and areas for improvement,

for example in relation to active learning prioritises time and energy on learners’ experiences and

outcomes ensures low internal variability in core areas

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•The leaders of the •school are also •the narrators of •the school

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Improving improvement planning! • Hold your nerve: stick to your main priorities • When you prioritise a new area, do you de-prioritise something

else?• Development planning or improvement planning?

•‘The greatest risk to school improvement projects is that they are floored by inconsistent action’

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Future Approaches to Inspection/Review and revision of How Good Is Our School? (3rd edition)

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The review of inspection is:about all sectors of Scottish education and all aspects of our scrutiny

work;a long term look to inform future inspection and review practices for

use in 3-5 years;open to all creative ideas and is not about refining existing models;

anddependent on a wide ranging discussions and consultation with all

key stakeholders.

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Questions re HGIOS 4

• How relevant/helpful do your staff find the quality indicator approach to improvement through self-evaluation?

• What aspects of HGIOS 3 would you like to see retained in a revised edition?• Should we be considering any new QIs within a revised framework?• How helpful are the QI level 2 and level 5 descriptors?• What are your views on the six point scale? Is it something you would like to see

retained, removed or adjusted? • How can we make the new publication more accessible and user friendly for

staff?• Some colleagues have suggested the new publication should be relevant to a

wider range of sectors eg Early Years, CLD. What do you think?

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Why do we need a new edition of HGIOS?

developments in educational policy

changes in legislation

improvements in self-evaluation

new approaches to school improvement

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review of inspection and HGIOS: attainment and closing the gap

•The work on the review of inspection and on the development of the next edition of How good is our school? will shine a spotlight on the issues around attainment in our schools and beyond. This will ensure that we have a clear understanding of the issues and when, and where, outcomes are improving.

•Programme for Government

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Keep the focus on outcomes for learners! educational outcomes for all learners

are improving inequity in educational outcomes is

eradicated public confidence in

education is high

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