PINS seminars June 2007

Dan McGinty, Engagement team leaderCurriculum for Excellence

Learning and Teaching Scotland

Purposes of this sessionCurriculum for Excellence:• reflection on your experience of Scottish education’s

ability to meet the needs of all young people• headline summary of Curriculum for Excellence• current priorities • next steps• implications for our professional practice• reflection on contribution of Curriculum for Excellence to

meet the needs of all young people

Activity 1

Scottish education does many things well and some things particularly well.• Spend 5 minutes reflecting on how well this statement reflects your personal professional experience.• Discuss your views in your group. • Summarise the key issues raised in three main

statements.

A Curriculum for Excellence: values, purposes and principles

Values• Wisdom• Justice• Compassion• Integrity

Purposes• Successful learners• Confident individuals• Responsible citizens• Effective contributors

Principles• Challenge and enjoyment

• Breadth

• Progression

• Depth

• Personalisation and choice

• Coherence

• Relevance

Organising learningOrganising learning through curriculum areas - to provide breadth

• Health and wellbeing• Languages • Mathematics• Science• Social studies• Expressive arts• Technologies• Religious and moral education

Cross-cutting themes

• Literacy and numeracy • Health and wellbeing• Citizenship

• Enterprise

• Creativity

• Sustainable development

Contexts for learning

• ethos and life of the school

• curriculum areas and subjects

• interdisciplinary projects and studies

• opportunities for personal achievement

Proposed achievement framework

Level Experience 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 some

fourth fourth level broadly equates to SCQF 4

senior in S4 – S6, but earlier for some

Current priorities

• research: finding out• curriculum architecture: thinking• writing teams: updating• schools using new approaches: innovating• engagement activities: informing

listening

Next steps: 2007-2008• publication of learning outcomes and experiences:

phased approach• pilot projects in all education authorities• developing our thinking on curricular architecture• engagement with the profession: SCQF 4 and 5 recognising wider achievement• glow: networking opportunities

Implications for our professional practice

• Research: sharing • Learning outcomes and experiences: reading and

sharing • Contexts for learning: contributing to developing thinking • Hearing the voice of all pupils

Activity 2

Curriculum for Excellence will bring a radical overhaul of the curriculum and the learning experiences of young people.

• What are your first thoughts on what has been presented?• Share your views in your group.• Summarise the main points in four main statements.• Ask any questions you have (some of which we can explore

immediately, others later).

Website information

Curriculum for Excellence

www.curriculumforexcellencescotland.gov.uk/

Glow

www.glowscotland.org.uk

Key contacts

dmcginty@ltscotland.org.uk

Curriculum for Excellence 2007

d.mcginty@ltscotland.org.uk