Aberdeenshire QIO presentationQuality Assurance in the context

of Curriculum for Excellence26th February 2008

Peter Eavers

Area Adviser

Learning and Teaching Scotland

Overview of Session

• National and local CfE picture

• Expectations on schools and EAs

• HMIe and CfE

• Journey to Excellence Part 4

Ministerial forewordSkills for Scotland: A lifelong skills strategy

“”Scotland’s greatest asset is our people. We want to build a self-confident, outward looking Scotland” …

“A smarter Scotland is at the heart of everything we want to achieve for this country.” …

“We need successful learners, confident individuals, responsible citizens and effective contributors to build a smarter Scotland.”

Fiona HyslopCabinet secretary for Education and Lifelong LearningSeptember 2007

The national agenda

A Smarter Scotland to support the Government's overarching purpose of sustainable growth and its other strategic objectives

15 national outcomes in the Concordat with CoSLA characterising the kind of country the Scottish Government wants to build.

 National outcomes include:

‘We are better educated, more skilled and more successful…Our young people are successful learners, confident individuals, effective contributors and responsible citizens’

National indicators and targets include: ‘Increase the proportion of school leavers in positive and sustained

destinations’

Draft experiences and outcomes

• Early to fourth level (end of S3)

• Seconded teachers working as writing teams

• Phased publication during session 2007-2008

• Cover Paper

Timeline for publication of draft experiences and outcomes

Tranche 1 – 17 September 2007 • Numeracy• Science

Tranche 2 – 29 October 2007 • Modern Foreign Languages

Tranche 3 – W/C 10 December 2007

• Gaelic• Classical languages• Mathematics

Tranche 4 – W/C 21 January 2008 • Expressive arts• Social studies

Tranche 5 – W/C 18 February 2008

• English language and literacy• Gaidhlig

Tranche 6 – Mid April • RME• RE (denominational)

Tranche 7 – Mid May • Technologies• Health and wellbeing

August 2008 – December 2008 •Second phase of open engagement – feedback on the whole portfolio of draft experiences and outcomes

Using the outcomes• To reflect on and adapt current practice:

• Do more of• Do less of• Stop doing • Start doing

• To try out – learn in context• To identify opportunities, challenges and CPD

needs• To provide feedback

One option which is not an option:

• To do nothing

Cuckoos Swallows

Ostriches

Engaging with ALL

How do we build the capacity to

fly?

How do we use and continue to

feed the enthusiasm?

How do we involve and support?

How engaging!

• National and Area events and CPD

• On-line questionnaire

• Focus Groups

• Trialling

Purposes of Trialling

• To test whether the experiences and outcomes are clear and can be used by teachers

• To build upon current practices in improving learning and teaching, and in raising achievement

• To identify and develop the appropriate knowledge, skills and learning and teaching approaches to meet the needs of all learners

• To provide appropriate and varied contexts for learning• To help young people see the purpose of learning and

the uses to which it might be put

Purposes of Trialling (continued)

• To provide feedback on significant subsets of draft experiences and outcomes to identify issues which can inform future revision and refinement

• To promote professional development, networking and collaboration

• To identify good practice for future exemplification and development

• To trial elements of the change process to inform preparations for future developments within the programme, and for ultimate adoption and implementation of the values, purposes and principles of Curriculum for Excellence.

Key Messages of CfE• Build on existing good practice, continue to

improve standards in learning and teaching, attainment and achievement

• Promote more active and experiential learning in a variety of contexts

• Help young people to make connections across the curriculum

• Help young people to see the relevance of their learning to their everyday lives

Approaches to Learning and Teaching

• Allow for choice

• Encourage independence

• Give children ownership

• Encourage children to explain their thinking

15

Approaches to Learning and Teaching

• Provide meaningful, relevant contexts,

including the world of work

• Help children to make connections

• Embed principles of AifL

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HMIe and CfE• Partners

• Awareness and development in schools

• Innovation in schools

• HGIOS 3 - QIs 2.1, 5.2, 5.3

QI 2.1 The extent to which learners are motivated and actively involved in their own learning and development

LEVEL 5 ILLUSTRATION

✪ Our learners are motivated and eager participants in their learning. They are actively involved in their own learning and development and show increasing skills as learners. High-quality feedback makes them aware of their progress and strengths as learners. They are responsible and contribute actively to the life of the school and the wider community. In our school, learners are treated with equality, fairness and respect. Almost all, including those at risk of missing out and those who are vulnerable, have progressed well and make very good progress from their prior levels of attainment and wider achievement.

QI 2.1 The extent to which learners are motivated and actively involved in their own learning and development

• Our learners know that their views are sought and acted on. They tell us that they are very satisfied with the school’s provision, feel that they are valued, and have appropriate opportunities to express their views which are taken into account in decision making. Our learners feel successful, confident and responsible, and they contribute effectively to the school and its community, and to society more generally. Learners feel safe, nurtured, healthy, achieving, active, included, respected and responsible and help to develop these qualities in others.

QI 5.2 - Teaching for Effective LearningLEVEL 5 ILLUSTRATION

✪ Building on our shared values, we create a stimulating learning climate using skilful and well-paced teaching and learning approaches. Learners’ experiences are well matched to their needs and sustain their motivation and attention. We develop learners’ abilities to be curious and creative and to think critically. Tasks and activities in our classes and home-learning activities are well planned and involve learners as effective contributors, working independently and with others cooperatively in solving problems. We make full and effective use of ICT during teaching and learning.

QI 5.2 - Teaching for Effective Learning (contd)

✪ We share the purposes of lessons with learners. Learners know what they need to do to improve and to become successful. Our explanations and instructions are clear and build on previous learning and real-life experiences. We ensure that learners have opportunities to take responsibility for aspects of their own learning and their relationships with others. Learners enjoy their experiences and make progress in their skills as learners. They are engaged in learning and aware of themselves as learners. We use feedback effectively to promote learning.

QI 5.2 - Teaching for Effective Learning (contd)

✪ Our teaching fully involves learners and encourages them to express views and ask questions. We use skilled questioning and discussion to stimulate learners’ interest, make them think and build their confidence. We value, encourage and build upon learners’ responses.

✪ In lessons, we make sound judgements and respond quickly to ensure that our teaching meets the needs of individuals and provides appropriate support and challenge. We identify and address weaknesses in learners’ knowledge and skills.

5.3 Meeting Learning NeedsLEVEL 5 ILLUSTRATION

✪ We match learning activities to the needs of individual learners and groups with differing abilities or aptitudes. Our tasks, activities and resources provide appropriate support and challenge to enable all learners to maximise their progress. Our courses and programmes meet the varying needs of learners. The pace of learning is appropriate for individuals.

✪ We identify, review and evaluate learners’ needs including those whose needs are significantly different from those of their peers. We do this through working closely with our learners, their parents and partner services.

5.3 Meeting Learning Needs (contd) ✪ We take positive and proactive steps to ensure that factors

such as the learning environment, family circumstances, health needs or disability, or social or emotional factors which may hinder learning are promptly identified and addressed effectively. Learning support staff and partner agencies in our school provide valuable support and advice to staff and individual learners and contribute towards meeting learning needs.

✪ Individualised educational programmes and coordinated support plans contain appropriate learning targets for our learners. We involve parents and learners well in reviewing learners’ needs and learning plans.

• Journey to Excellence Part 4 – Planning for Excellence