Unesco Visit Lts Feb 2010

Curriculum Design, Enterprise & Curriculum for ExcellenceEric BurtonNational Enterprise Development Officer

Presentation OutcomesBy the end of this presentation you will have ;

• An insight into the underpinning that enterprise in education can give to Principles of Curriculum design

• An overview of some of the ideas and support that have been developed at present.

• A personal reflection on the signposting to improvement in curriculum and teaching for learning.

• An opportunity for learning.

To get what we’ve never had…. we must do…… …..what we have never done.

Anon.

212° The Extra Degree

VALUESWisdom – Justice – Compassion - Integrity

PurposesSuccessful Learners – Confident Individuals – Responsible Citizens – Effective Contributors

Principles for Curriculum DesignChallenge & Enjoyment – Breadth – Progression – Depth – Personalisation & Choice – Coherence - Relevance

Focus for LearningTo Do – To Know & Understand – To be

Assessment is for Learning Eco Schools, Citizenship, Racial Equality etc

Context for LearningEthos & Life of the school – Curriculum areas & subjects – Interdiciplinary projects – Opp.for personal Achievement

Early First Second Third Fourth

PedagogyRange of learning & teaching methodologies – collaborative, critical, rich task,connected

Cross Cutting Citizenship – Enterprise – International – Sustainable Development

Skills for Life Literacy – Numeracy – Aspects of Health & Well Being

Curriculum Areas Health & Well Being – Language-Mathematics-Social Subjects-Sciences-Technology-Exp Arts- RME

The Scottish Executive’s vision for children and young people is “A Scotland in which every child matters, where every child, regardless of his or her family background, has the best possible start in life.”

The Curriculum Review Group

“The curriculum needs to include space for learning beyond subject boundaries, so that learners can make connections between different areas of learning. Through interdisciplinary activities of this kind, young people can develop their organisational skills, creativity, teamwork and the ability to apply their learning in new and challenging contexts.”

• A Curriculum for Excellence: Progress and Proposals

5 to 14processof learning

Challenge (and CfE levels)Higher

orderlearning skills

ConsolidatingApplying

Key Ideas• Put learning and teaching first – the how as

opposed to the what• Assessment- how achievement is measured• More autonomy for teachers – raising

professionalism and creativity• Flexibility – teaching is child responsive, less

emphasis on inputs • Single coherent curriculum 3-18• Skills fit for 21st century and changing world

Building the S

cottish Curriculum

Scotland’s Direction For Enterprise

“So DtS is not about teaching enterprise as a subject. Per se; rather teachers deliver their subject lessons in an enterprising way , that contextualises learning , that involves employers wherever possible, and make learning relevant in the context of the world of work and today’s global environment.”

DtS Three Years On 2007.

“..we are committed to developing Scotland’s worldwide reputation for excellence in enterprise….We need to continue to create an enterprising culture in our schools and make the link between the classroom and the workplace so young people see the relevance of learning.”

Skills for Scotland. A lifelong skills strategy 2007

Skills for Scotland – A Lifelong Skills Strategy

...solve problems

...plan and organise ...work with

others

...think critically & creatively

...use initiative

...lead ..to learn..take risks

The ability to…

www.ltscotland/enterpriseineducation

Strands & Associated Practices

1. Enterprising teaching and learningDevelop enterprising attitudes and skills through learning and teaching across the whole curriculum

2. Entrepreneurial learningParticipate fully in enterprise activities, including those which are explicitly entrepreneurial in nature and success is the result of “hands on” participation.

3. Work-based and related vocational learningExperience and develop understanding of the world of work in all its diversity, including entrepreneurial activity and self employment.

4. Appropriately focused career information, advice and guidanceEnjoy appropriately focused career education.

Enterprising Teaching & LearningTeaching Styles

Direct Facilitator

Works to set defined targets Sets realistic targets Tight rigid structure Natural process of developmentHeads down learning environment Supportive enabling Teacher centred Pupil centredTesting procedures process Pupil evaluation process.Creates dependency of teacher Creates independence in pupil

What is the role

of the teacher?

Envisioning – Energising - Enabling Creating vision – creating energy – creating opportunity

Curriculum for Excellence

Does make a difference?

Verbal Receiving

Visual Receiving

Receiving & Participating

Doing

PASS

IVE

AC

TIVE

OUR LEVEL OF INVOLVEMENT RETENTION OF KNOWLEDGE

Enterprise in Education Underpinning A Curriculum for Excellence

Successful LearnersAppreciate relevance of learning

Self motivatingGenerate ideas and act on them

Confident IndividualsHave a can do, will do attitude

Creative, resourcefulProblem solver & risk taker

Effective ContributorsAppreciation of world of work & entrepreneurship

Willing to take initiative & leadActively engage in school & community

Responsible CitizensUnderstand rights and rolesWilling to take responsibility

Knowledge of finance personal & economic

Curriculum Design & EnterpriseChallenge & Enjoyment Engaging in / out of the classroom, real-life,

creativity, independence, appreciation of WOW

Breadth Variety of contexts and experiences, partnership working, developing understanding

Progression Quality & planning, effective transition, .building on earlier knowledge, PLP & tracking

Depth Individual opportunities for exploring, personal goals, increased responsibility.

Personalisation & Choice Wide scope at all levels, equality of choice, capitalise on strengths and needs.

Coherence Emphasis on connections, meaningful learning in different practical contexts, wider community.

Relevance Understanding of the present and the future, learn practice and develop skills, challenge disaffection, attainment and achievement.

Focusing on enteprise in education. A Paper for Professional Reflection

Curriculum Design & Enterprise

In Action…

Progression

Relevance &

Depth

Challenge &

Enjoyment

Higher-order thinking

Creating DesigningConstructingPlanning

StoryProjectPlan

Evaluating JudgingTestingMonitoring

DebateEvaluationReport

Analysing ComparingOrganisingOutlining

SpreadsheetChecklistChart

Lower-order thinking

Applying ImplementingCarrying outUsing

InterviewPerformanceDiary

Understanding InterpretingExemplifyingSummarising

ExplanationShow and tellQuiz

Remembering NamingLocatingFinding

FactWorksheetTest

Bloom’s Revised Taxonomy Planning Framework

A Thought For Their Future

80% of the jobs… that current Primary 1 pupils will do in the future. ………………do not exist !

BT Futurologist 2006

Enterprise SkillsSelf ConfidenceIndependenceDeterminationFlexibilityRisk TakingDecision makingLeadershipCreativityProblem Solving

9 out of 10 companies believe thatSoft skills are as important as Academic qualificationsTES Nov 1997.

LTS & DtS Support

• CPD Business Engagement• Day by Day Enterprise Matters Planner• Support for Staff• Glow communities• Continuing Professional Development ;

METRO Route.

Contact Us

Eric Burton Learning and Teaching Scotland

The Optima, 58 Robertson Street, Glasgow G2 8DU

e.burton@ltscotland.org.uk

www.LTScotland.org.uk