A Brief Overview of CfE

7/25/2019 A Brief Overview of CfE

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Definitions of curriculum

The Curriculum Formal what is taught (knowledge,

understanding, skills etc.)

Informal school ethos (e.g. activities beondformal learning situations s!ort, clubs, "service#)

$idden the messages conveed to !u!ils from

all of their school e%!eriences (ma be intended&

unintended and conflicting e.g. between societ&the school's aims and teachers' values&attitudes)


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hat then is the curriculum as a

whole

"*ll the learning e%!eriences set u! be aschool to achieve s!ecified learning

ob+ectives#

riacou -/


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The elements of the curriculum

0ducational aims and ob+ectives

Content (1, 2kills 3 attitudes)

Teaching methodologies

4utcomes and *ssessment !ractices

see riacou -/ Cha!ters 5 and


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The formal curriculum

* selection of knowledge, skills and

understanding from "our culture# involves

asking the following 6uestions78

hat is chosen

h

9 whom

hat change are we co!ing with


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9road !rinci!les for curriculum

2tructure

9readth

9alance :rogression

;elevance

Differentiation Choice


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The 2cottish sstem b tradition

*ges, schools and curriculum stages7

58> ?urser ?ational Framework

>8-@ :rimar -8/

?ational Auidelines >8-B

?ational *ssessments (local moderation)

-@8- 2econdar

-8@ ?ational Auidelines>8-B 58 2E* ?ational Eualifications

*ge - 2tandard Arade&Intermediate

*ges -8- Intermediate& $igher &*dvanced $igher


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Historical perspective

Development of the Primary Curriculum

-> #emorandum for $rimary Education inScotlandem!hasised child centredness " avoids !rescri!tionencourages variet rather

than conformit#

(Classic read7 #r %o&s the %ailorC4:0)

Issues7 :&2 transfer, the "narrow# curriculum,lack of challenge in u!!er !rimar, attainment&overall standards, !o!ulation movements

- Education !'!" in Scotland re!ort -/ Curriculum and Assessment( A policy for

the )*'s whichled to >8-B ?ational Auidelines


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Historical perspective

Development of the Secondary Curriculum

-G's Com!rehensive education for secondar schools

!astoral care and "new# sub+ects (0conomics, 9us. 2t)

as the curriculum a!!ro!riate (-/@ ;42=* need for wider range of sub+ects&courses)

ere 6ualifications a!!ro!riate (man !u!ils "failed# 4

grades and $ighers)

Hunn and Dunning ;e!orts Hodes of =earning

2A assessment


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S3/4: Munn ! "earnin# Modes

=anguage&communication Hathematical studies

2cientific 2tudies 2ocial and 0nvironmental

Technological studies

Creative and aesthetic activities

:hsical 0ducation

;eligious and moral education


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Aetting the curriculum right

OEC+ !**"

%he curriculum refined( teachin& for the ,!st

century

4!!ortunit for all

Critical transitions

Decision making

*reas of knowledge and e%!erience


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-Gs7 secondar curriculum

-Gs&-Gs tensions over !olitical control vs teacherautonom and role of $HI in develo!ments

Hore !u!ils staing on into 2> and 2 but man failing to

get 209 6ualifications. ;eliance on 2cot


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Devolution and after

In @GGG the 2cottish 0%ecutive identified

> ?ational :riorities for 0ducation7

-. *chievement and *ttainment

@. Framework for =earning

5. Inclusion and 06ualit

B. . =earning for =ife

www.national!riorities.org.uk
http://www.nationalpriorities.org.uk/http://www.nationalpriorities.org.uk/


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Curriculum Revie$

%ri#ins in the &'he (ational De)ate*

"People see education as important, have pride in schools and respect for

teachers Educatin& for Excellence( Choice and Opportunity ,''.

2u!!ort for7

fle%ibilit, breadth and balance

the com!rehensive !rinci!le

the high 6ualit and commitment of teachers Desire to address7

overcrowding

!rogression

balance between Jvocational' and Jacademic'

!re!aring oung !eo!le better for lifelong learning and em!loment

ensuring that assessment su!!orts learning

increasing choice


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?ational Conte%t for curriculum review

*s!irational agenda 8 to im!rove attainment, !articularl of those with lowest levels of

attainment 8 to increase economic !erformance, im!rove health, reduce !overt,

reflect diversit

?eed for oung !eo!le to develo! ada!tabilit, creativit, thinking andlearning skills

Children's services agenda7 much wider range of adults involvedK holisticview of children

:artnershi!s7 between sectors and services, with !arents, em!loers, s!ortand culture organisations, communit

?ew understanding of learning !rocesses (*f= and *if=)

:otential of ICT


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The ?ational *genda&Ma+in# Scotland Smarter* The agenda for the future was s!elled

out b 0ducation and =ifelong =earning 2ecretar Fiona $slo! inthe :arlaiment on Lune @Gth@GG/

=earning is at the heart of the governmentMs agenda and will drive

the ob+ective of achieving a smarter 2cotland "=ifelong =earning

2kills 2trateg# Aood 6ualit earl education and childcare services are considered

to be vital in hel!ing children to develo! and grow, and in su!!orting

their families in moving into sustaining em!loment, training of

education

The main focus is on im!roving the learning e%!eriences, with anem!hasis on earl ears, and building on the e%isting curriculum

reform !rogramme


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,Cf- Pro#ramme timeta)le

@GG>8G Near of Communication

@GG8G/ Near of Develo!ment

@GG/8G Near of 0ngagement

@GG8G Near of :re!aration

@GG8-G Near of *do!tion

@G-G onwards moving to full im!lementation of

national curriculum reform.


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-vents Session .0 !

:hased !ublication of draft outcomes and e%!eriences in

all curricular areas

Curriculum architecture still in the earl discussion

stages

:ublication of the 2kills 2trateg

Consultation re 2CEF =evels B and > with the 2E*

:romotion of recognition of achievement

;oll out of A=4 ICT strateg 9IA initiative trialling across 2cotland of draft

outcomes and e%!eriences


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-vents Session .!1

Creating a values based ins!irational curriculum for *==

learners

Aiving freedom and res!onsibilit to teachers an

em!hasis on outcomes rather than in!uts

:lacing the learner firml at the centre

0nsuring active, engaging, enter!rising learning and

teaching informed b assessment

Focusing strongl on !artnershi!s in learning

0m!hasising the ke areas of leadershi!, assessment,

C:D, evaluation against *Cf0 (both internal and

e%ternal) and effective communication


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ACfE( $rinciples for Curriculum +esi&n

Challenge and en+oment

9readth

:rogression De!th

:ersonalisation and choice

Coherence ;elevance


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A Curriculum for Excellence 3-18:

Values, Purposes and Principles

/0to ma1e youn& people aware of the values on whichScottish society is based23

/ Our aspiration for all children and for every youn& personis that they should be successful learners, confidentindividuals, responsile citi!ens and effectivecontriutors to society and at wor12

/ %heseprincipleswill apply to the curriculum at national4education authority4 school and individual levels23

f l l fid t i di id l


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successful learners$ith enthusiasm and motivation for learning determination to reach high standards of achievement o!enness to new thinking and ideas

and a)le to use literac, communication and numerac skills use technolog for learning think creativel and inde!endentl learn inde!endentl and as !art of a grou! make reasoned evaluations link and a!!l different kinds of learning in

new situations

confident individuals$ith self res!ect a sense of !hsical, mental and emotional wellbeing secure values and beliefs ambition

and a)le to relate to others and manage themselves !ursue a health and active lifestle be self aware develo! and communicate their own beliefs

and view of the world live as inde!endentl as the can assess risk and take informed decisions achieve success in different areas of activit

res!onsible citiens$ith res!ect for others commitment to !artici!ate res!onsibl in

!olitical, economic, social and cultural life

and a)le to develo! knowledge and understanding of

the world and 2cotland's !lace in it understand different beliefs and cultures make informed choices and decisions evaluate environmental, scientific and

technological issues

develo! informed, ethical views of com!le%issues

effective contributors$ith an enter!rising attitude resilience

self8reliance

and a)le to communicate in different was and in

different settings work in !artnershi! and in teams take the initiative and lead a!!l critical thinking in new conte%ts create and develo!

solve !roblems

'o ena)le all youn#people to )ecome


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ACfE means more flexibility in Schools

=ocal needs and circumstances Focus on needs of individual

Inclusion :ace and challenge *ttainment and achievement Disci!line and motivation

Determined to succeed


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Schools( Emer&in& Approaches .! Considering change in the light ofACE .! Hore choice & earl sub+ect choice

Fast tracking 3 earl !resentation Innovative learning 3 teaching a!!roaches

Hi%ed econom

Inclusion7 individual 3 grou! !rogrammes

0nter!rise in education and vocational education :artnershi!s (e.g.with other schools and&or F0)


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Priorities for secondary sta#e of 3 2!4verhaul of the curriculum 2-825

Find news was of recognising achievement 2-825

;eview relationshi! between 2 Arade&new ?Es

(statement to be !ublished on minimum lifetime ofcurrent !ortfolio)

Introduce skills8for8work courses for -B8- ear8olds

;eview curriculum content, starting with science


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',S

;eview our e%!erience and understanding of how * Curriculum for

0%cellence is being im!lemented in 2econdar schools and how

ou envisage it being im!lemented in :rimar schools.

Identif three ke areas of im!act that ou consider to be the H42T

im!ortant for ou as a !ros!ective !rimar teacher.

2hare our thoughts in the Discussion area.


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,s curriculum reform ta+es place cross curricular

issues $ill )e of increasin# importance5 'his $ill mean: evaluating the learning which each child would e%!erience at each

stage against the values, !ur!oses and !rinci!les ofA Curriculum

for Excellence

testing consistenc of e%!ectations across the curriculum

considering curriculum8wide themes such as !roblem8solving and

enter!rise

ad+usting and carring out further rounds of refinement as necessar

develo!ing models for the organisation and management of the

curriculum.


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Communication and en#a#ement has involved the

follo$in#:

0ducation authorities7 $TsK EI4sK :TsK schools, !rofessional associations

Class teachers involved in review and develo!ment grou!s

Haterials and activities for C:D being develo!ed

:arents, children and oung !eo!le becoming informed

?ewsletters being circulated

ebsite (2tarter itK comments etc)

?4


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Final thought .what's curriculum for

"4ur +ob is to turn out oung !eo!le who

love learning so much and who learn so

well that the will be able to learn

whatever needs to be learned.#

Lohn $olt -ow children fail-B

Documents

A Brief Overview of CfE