School Curriculum Policy in Scotland: How distinctive is it?

School Curriculum Policy in Scotland: How distinctive is it?

Pamela MunnPamela Munn

Structure of PresentationStructure of Presentation

Globalisation and vernacular response Purposes of the curriculum Quasi-markets and pupils’ learning School governance Conclusion

Globalisation and vernacular response Purposes of the curriculum Quasi-markets and pupils’ learning School governance Conclusion

The Knowledge EconomyThe Knowledge Economy

For countries in the vanguard of the world economy, the balance between knowledge and resources has shifted so far towards the former that knowledge has become perhaps the most important factor determining the standard of living - more than land, than tools, than labour. Today's most technologically advanced economies are truly knowledge-based. (World Bank 1999)

For countries in the vanguard of the world economy, the balance between knowledge and resources has shifted so far towards the former that knowledge has become perhaps the most important factor determining the standard of living - more than land, than tools, than labour. Today's most technologically advanced economies are truly knowledge-based. (World Bank 1999)

GlobalisationGlobalisation

Knowledge economy Concern with economic growth Pupil attainment Performativity

Knowledge economy Concern with economic growth Pupil attainment Performativity

Purposes of CurriculumPurposes of Curriculum

The 4 capacities A successful learner, a confident

individual, a responsible citizen and an effective contributor

Rhetoric different in Scotland but reality?

The 4 capacities A successful learner, a confident

individual, a responsible citizen and an effective contributor

Rhetoric different in Scotland but reality?

Policy Rhetoric in EnglandPolicy Rhetoric in England

… what really matters is how we’re doing compared with our international competitors. That is what will define our economic growth and our country’s future. The truth is, at the moment we are standing still while others race past (DfE 2010 p3).

… what really matters is how we’re doing compared with our international competitors. That is what will define our economic growth and our country’s future. The truth is, at the moment we are standing still while others race past (DfE 2010 p3).

Learning Experiences and Outcomes

Learning Experiences and Outcomes

Breadth, challenge and application I have investigated strategies for identifying

common multiples and common factors, explaining my ideas to others, and can apply my understanding to solve related problems. (maths 3-05a)

Breadth, challenge and application I have investigated strategies for identifying

common multiples and common factors, explaining my ideas to others, and can apply my understanding to solve related problems. (maths 3-05a)

Learning Experiences and Outcomes

Learning Experiences and Outcomes

I am developing a range of skills which can support decision making about substance use. I can demonstrate strategies for making informed choices to maintain and improve my health and wellbeing and can apply these in situations that may be stressful or challenging, or involve peer pressure.

HWB 3-40a / HWB 4-40a

I am developing a range of skills which can support decision making about substance use. I can demonstrate strategies for making informed choices to maintain and improve my health and wellbeing and can apply these in situations that may be stressful or challenging, or involve peer pressure.

HWB 3-40a / HWB 4-40a

Curriculum ContentCurriculum Content

Subject content ‘Our review will examine the best school systems

in the world and give us a world-class curriculum that will help teachers, parents and children know what children should learn at what age.’ Michael Gove

Accountability, measurement and international comparisons in both nations’ curricula

Subject content ‘Our review will examine the best school systems

in the world and give us a world-class curriculum that will help teachers, parents and children know what children should learn at what age.’ Michael Gove

Accountability, measurement and international comparisons in both nations’ curricula

Quasi-MarketsQuasi-Markets

• The dominant form of schooling is the neighbourhood comprehensive

• There is a small independent sector

• Schools do not tend to market themselves in terms of their examination performance

• There is little trace of private companies within schools

Curriculum flexibility not for competition

• The dominant form of schooling is the neighbourhood comprehensive

• There is a small independent sector

• Schools do not tend to market themselves in terms of their examination performance

• There is little trace of private companies within schools

Curriculum flexibility not for competition

School GovernanceSchool Governance

Important - concerns power and authority Local govt seen as far more important than

parent councils Parental involvement in curriculum strategy

weak Governing bodies much stronger in England Local govt weaker in England

Important - concerns power and authority Local govt seen as far more important than

parent councils Parental involvement in curriculum strategy

weak Governing bodies much stronger in England Local govt weaker in England

Conclusion and paradoxesConclusion and paradoxes

Common concern with standards of attainment

Improvement centrally driven until now Less prescriptive in less market oriented

system in Scotland Rhetoric about localism in England but

greater control? Political consensus in Scotland

Common concern with standards of attainment

Improvement centrally driven until now Less prescriptive in less market oriented

system in Scotland Rhetoric about localism in England but

greater control? Political consensus in Scotland