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Aberdeen Consortium Pam Slater:ACfE Team 4 October 2006. What has been happening?. Engagement Early review groups Skills for Work Courses Progress and Proposals – March 2006 Register of Interest. Proposals: Looking at the curriculum differently. Single framework 3 – 18 - PowerPoint PPT Presentation
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Aberdeen Consortium
Pam Slater:ACfE Team4 October 2006
What has been happening?• Engagement• Early review groups• Skills for Work
Courses• Progress and
Proposals – March 2006
• Register of Interest
Proposals: Looking at the curriculumdifferently
• Single framework 3 – 18• Promote learning across a wide range of contexts and well
planned experiences• More than curriculum areas and subjects, also
– Ethos and life of the school– Interdisciplinary projects and studies– Opportunities for personal achievement
• Equip young people with high level of literacy and numeracy skills
Contexts for Learning• The ethos and life of the
school as a community• Curriculum areas and
subjects• Interdisciplinary projects
and studies• Opportunities for personal
achievement
Interdisciplinary projects and studies
“The curriculum needs to include space for learning beyond subject boundaries, so that learners can make connections between different areas of learning. …..To be successful, these activities need to be well planned with a clear purpose and outcomes in mind.”
(Progress and Proposals 2006)
Opportunities for personal achievement
“ ..activities such as performances, community or enterprise activities and trips. … Many of these activities are voluntary for learners and have traditionally been organised as ‘extra-curricular’ opportunities. However, they play a major part in creating opportunities for individual growth , progress and achievement and we need to consider how they can be made available for all learners.”
“To ensure that young people develop the literacy, numeracy and other essential skills and knowledge they will need for life and work.”
Page 4 A Curriculum for Excellence
Proposals: Levels of achievementACfE levels of achievement will • replace 5-14 levels• extend from 3-18• describe both outcomes and experiences• “I can…” and “I have…” statements• Provide scope for challenge and depth
(no need to speed through levels but no ceilings either)
Proposals: Progression and Levels of Achievement
Level Experiences and outcomes for most children or young people
Early In pre-school and in Primary 1
First By end of P4, but earlier for some
Second By end of P7, but earlier for some
Third In S1- S3 but earlier for someFourth level broadly equates to SCQF level 4Fourth
Senior In S4 – S6, but earlier for some
Proposals: Organising LearningOrganising learning through curriculum areas - to provide
breadth– Health and well being– Languages – Mathematics– Sciences– Social studies– Expressive arts– Technologies– Religious and moral education
“The curriculum areas should provide a basis for learning and the development of skills across a broad range of contexts. They offer opportunities for citizenship, sustainable development, enterprise, creativity and cultural aspects. …..It will be open to schools to organise the outcomes and experiences differently (for example by designing challenging interdisciplinary projects), …to plan for progression, breadth and depth of learning.”
p15, Progress and Proposals 2006
Making Choices in learning“The proposed changes to the structure of the curriculum
give us an opportunity to look differently at choices in learning at all stages. … We would like to work with schools to explore possibilities for different approaches to personalisation and choice. ..e.g., whether it would be desirable and possible for choices to take place over a more extended period across S1-S3, ….approaches to subject choice which are not based on the current modal structure ..”
p15-16, Progress and Proposals 2006
Recognition of Achievement• How do we recognise
broader skills and achievements more explicitly?
• Robust, convincing and highly valued
• Must not become a new bureaucratic burden for schools
Implications• Role of the teacher
– Shift from prescription about detail of the curriculum towards more scope for professional judgement and creativity
– Enhancing both initial teacher education and CPD
Implications• Leadership
– Increased expectations – Support professional dialogue and debate– Opportunities to be creative in curriculum
design
2006-07?• Rationales on website • Writing of outcomes and
experiences• Further engagement• Inter-authority collaboration• Involvement of schools and
other stakeholders through Register of Interest
• Examples of changing practice in response to ACfE on website
Challenges• Management of change• Varying levels of awareness • Understanding of purposes
and principles• Readiness of staff to interpret
and use simplified guidance• Focus on literacy and
numeracy• Cross-curricular issues• Staff focus on external
accountability and qualifications
• Nature of CPD
A Curriculum for Excellence 2006