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Delivered by George Smuga of Scottish Government at the Annual Conference of the Chartered Institute of Library and Information Professionals in Scotland (CILIPS), which took place 1-3 June 2009.
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CILIPS ConferencePeebles Hotel Hydro
2 June 2009 George Smuga Professional Adviser Scottish Government
Taking Forward Curriculum for Excellence
Purpose of SessionTo provide an up-date on national CfE developments with reference to role
of the school librarian
Let’s Remind Ourselves What CfE Is All About
• It’s preparing young people for a changing future• It’s recognising the primacy of learning• It’s ensuring that young people have the building blocks that
they need in terms of skills, concepts and knowledge• It’s having an education that supports a sustainable
prosperous future• It’s addressing the achievement gap• It’s raising the bar for all learners
The Heart of Curriculum for ExcellenceThe Four Capacities
To create:• Successful learners• Confident individuals• Responsible citizens• Effective contributors
The National Agenda – aspirational and transformational change
“We need to acknowledge that Curriculum for Excellence is as much about culture change as it is about curriculum content.. Changing this culture from dependence on central direction to independence and trust in professional judgement.. needs leadership at every level.”
Fiona Hyslop – February 2009.
The Curriculum
Review Group
Nov 2004
March 2006
March 2007
Sept. 2007 –
June 2008
June 2008
Nov 2006
Progress & Proposals
Building the
Curriculum 1
Building the
Curriculum2
DraftExperiences
AndOutcomes
BuildingThe
Curriculum 3
Critical Milestones
Where Are We at June 2009?
• Publication and engagement on Building the Curriculum 3
• Consultation on proposals for next generation of national qualifications
• Publication of CfE national programme framework
• Publication of final Experiences and Outcomes – web-site plus paper copy for every practitioner with one for each secondary school library resource centre
Still To Come
• Announcement on next generation of NQ qualifications - June
• Further case studies and exemplification• Building The Curriculum 4 – Skills development• Building The Curriculum 5 – Assessment Framework
Challenges and next steps?
Those who lack the courage to change will always find a philosophy to justify it.
Moving from this..
to…
Building the curriculum
The curriculum: all that we plan for children and
young people’s learning –
across 4 contexts
7 Principles for planningChallenge and enjoyment
BreadthProgression
DepthPersonalisation and choice
CoherenceRelevance
Experiences and outcomes
8 curriculum areas
6 Entitlements
Including broad general education;
Senior phase; Skills for learning,
for life and for work
Values
Wisdom, justice,Compassion, integrity
Values
Wisdom, justice,Compassion, integrity
Effective teaching and
active,sustained learning
Effective teaching and
active,sustained learning
Support
for learningthrough choices and changes
into positive and sustained destinations
Support
for learningthrough choices and changes
into positive and sustained destinations
Assessment, qualificationsSelf-evaluation and
Accountability,Professional development
aligned with purposes
Assessment, qualificationsSelf-evaluation and
Accountability,Professional development
aligned with purposes
Curriculum – The Four Contexts Defined as “the totality of all that is planned for children
and young people throughout their education” – this comprises:
• Ethos and life of the school and community• Curriculum areas and subjects• Interdisciplinary learning• Opportunities for personal achievementWhat are the opportunities for you as school librariansto contribute within this wider view of the curriculum?
Experiences and Outcomes
Designed around eight curriculum areas:• Expressive Arts• Language and literacy• Health and Wellbeing• Mathematics and numeracy• Religious and Moral Education• Sciences• Social Studies• Technologies
Experiences and Outcomes
These describe progression at the following levels:
• Early – the pre-school years and primary 1• First – to the end of primary 4• Second – to the end of primary 7• Third – during secondary 1 – 3• Fourth – by the end of secondary 3
The Experiences and OutcomesDelivering The Curriculum
• Describe all of the curriculum from age 3 to 15 as a whole and in particular a “broad general education”
• Replace but build upon previous guidance• Embody the four capacities and skills• Less detailed and more broadly spaced than
previous guidance• About how you teach as much as about what
you teach
Getting familiar with the Experiences and Outcomes on-line
• Versions of all documents can be downloaded• Interactive usage now available• Able to save selected Es & Os in a personal
space – through Glow or to an RTF file• Links across curriculum areas are highlighted• Exemplification highlighted• Links to powerpoint presentations, sharing
practice case studies
Experiences and outcomes: example
See ‘Process of change’ on theCurriculum for Excellence website
Principles and practicesections
(a ‘must read’ for everyone)
How are the experiences and outcomes structured in literacy and English?
In literacy and English there are three organisers and they are subdivided as follows:
Listening and Talking Reading Writing
Enjoyment and choice Enjoyment and choice Enjoyment and choice
Tools for listening and talking
Tools for reading Tools for writing
Finding and using Information
Finding and usinginformation
Organising and using information
Understanding, analysing and evaluating
Understanding, analysing and evaluating
Creating Texts Creating texts
What changes have been made since the publication of the draft literacy and English framework?
What was said?
• Not all lines of development show a clear line of progression, in particular enjoyment and choice.
• Single document for literacy and English not conducive to promoting literacy as ‘responsibility of all’.
• Role of the school librarians not acknowledged.
• Support required for literacy across the curriculum.
What was done:
• Experiences and outcomes reworded to clarify progression.
• There are now two separate documents – Literacy and Literacy and English.
• The importance of school librarians is acknowledged in the literacy across learning principles and practice section.
Overall, feedback was positive.
Reflecting on the principles and practice section in literacy and English
• What is meant by literacy?
• What is meant by texts?
• What might be some of the challenges/opportunities that you will face in promoting literacy across the curriculum?
What Is Meant By ‘Texts’
• “a text is the medium through which ideas, experiences, opinions and information can be communicated”
• “texts not only include those presented in traditional written or print form, but also orally, electronically or on film”
• From ‘Literacy across Learning – Principles and Practice’
Getting started in literacy and English: some questions for discussion
• Building on your current practice, what are the challenges and opportunities for how you work with children and young people?
• How will you ensure that the needs of all learners are met?
• Which experiences and outcomes could you link within literacy and English, across other curriculum areas and the world of work to provide a coherent experience for learners?