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An over view give to members of UNESCO of the Scottish education curriculum and how enterprise makes a significant contribution to underpinning the new Curriculum for Excellence
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Curriculum Design, Enterprise & Curriculum for ExcellenceEric BurtonNational Enterprise Development Officer
Presentation OutcomesBy the end of this presentation you will have ;
• An insight into the underpinning that enterprise in education can give to Principles of Curriculum design
• An overview of some of the ideas and support that have been developed at present.
• A personal reflection on the signposting to improvement in curriculum and teaching for learning.
• An opportunity for learning.
To get what we’ve never had…. we must do…… …..what we have never done.
Anon.
212° The Extra Degree
VALUESWisdom – Justice – Compassion - Integrity
PurposesSuccessful Learners – Confident Individuals – Responsible Citizens – Effective Contributors
Principles for Curriculum DesignChallenge & Enjoyment – Breadth – Progression – Depth – Personalisation & Choice – Coherence - Relevance
Focus for LearningTo Do – To Know & Understand – To be
Assessment is for Learning Eco Schools, Citizenship, Racial Equality etc
Context for LearningEthos & Life of the school – Curriculum areas & subjects – Interdiciplinary projects – Opp.for personal Achievement
Early First Second Third Fourth
PedagogyRange of learning & teaching methodologies – collaborative, critical, rich task,connected
Cross Cutting Citizenship – Enterprise – International – Sustainable Development
Skills for Life Literacy – Numeracy – Aspects of Health & Well Being
Curriculum Areas Health & Well Being – Language-Mathematics-Social Subjects-Sciences-Technology-Exp Arts- RME
The Scottish Executive’s vision for children and young people is “A Scotland in which every child matters, where every child, regardless of his or her family background, has the best possible start in life.”
The Curriculum Review Group
“The curriculum needs to include space for learning beyond subject boundaries, so that learners can make connections between different areas of learning. Through interdisciplinary activities of this kind, young people can develop their organisational skills, creativity, teamwork and the ability to apply their learning in new and challenging contexts.”
• A Curriculum for Excellence: Progress and Proposals
5 to 14processof learning
Challenge (and CfE levels)Higher
orderlearning skills
ConsolidatingApplying
Key Ideas• Put learning and teaching first – the how as
opposed to the what• Assessment- how achievement is measured• More autonomy for teachers – raising
professionalism and creativity• Flexibility – teaching is child responsive, less
emphasis on inputs • Single coherent curriculum 3-18• Skills fit for 21st century and changing world
Building the S
cottish Curriculum
Scotland’s Direction For Enterprise
“So DtS is not about teaching enterprise as a subject. Per se; rather teachers deliver their subject lessons in an enterprising way , that contextualises learning , that involves employers wherever possible, and make learning relevant in the context of the world of work and today’s global environment.”
DtS Three Years On 2007.
“..we are committed to developing Scotland’s worldwide reputation for excellence in enterprise….We need to continue to create an enterprising culture in our schools and make the link between the classroom and the workplace so young people see the relevance of learning.”
Skills for Scotland. A lifelong skills strategy 2007
Skills for Scotland – A Lifelong Skills Strategy
...solve problems
...plan and organise ...work with
others
...think critically & creatively
...use initiative
...lead ..to learn..take risks
The ability to…
www.ltscotland/enterpriseineducation
Strands & Associated Practices
1. Enterprising teaching and learningDevelop enterprising attitudes and skills through learning and teaching across the whole curriculum
2. Entrepreneurial learningParticipate fully in enterprise activities, including those which are explicitly entrepreneurial in nature and success is the result of “hands on” participation.
3. Work-based and related vocational learningExperience and develop understanding of the world of work in all its diversity, including entrepreneurial activity and self employment.
4. Appropriately focused career information, advice and guidanceEnjoy appropriately focused career education.
Enterprising Teaching & LearningTeaching Styles
Direct Facilitator
Works to set defined targets Sets realistic targets Tight rigid structure Natural process of developmentHeads down learning environment Supportive enabling Teacher centred Pupil centredTesting procedures process Pupil evaluation process.Creates dependency of teacher Creates independence in pupil
What is the role
of the teacher?
Envisioning – Energising - Enabling Creating vision – creating energy – creating opportunity
Curriculum for Excellence
Does make a difference?
Verbal Receiving
Visual Receiving
Receiving & Participating
Doing
PASS
IVE
AC
TIVE
OUR LEVEL OF INVOLVEMENT RETENTION OF KNOWLEDGE
Enterprise in Education Underpinning A Curriculum for Excellence
Successful LearnersAppreciate relevance of learning
Self motivatingGenerate ideas and act on them
Confident IndividualsHave a can do, will do attitude
Creative, resourcefulProblem solver & risk taker
Effective ContributorsAppreciation of world of work & entrepreneurship
Willing to take initiative & leadActively engage in school & community
Responsible CitizensUnderstand rights and rolesWilling to take responsibility
Knowledge of finance personal & economic
Curriculum Design & EnterpriseChallenge & Enjoyment Engaging in / out of the classroom, real-life,
creativity, independence, appreciation of WOW
Breadth Variety of contexts and experiences, partnership working, developing understanding
Progression Quality & planning, effective transition, .building on earlier knowledge, PLP & tracking
Depth Individual opportunities for exploring, personal goals, increased responsibility.
Personalisation & Choice Wide scope at all levels, equality of choice, capitalise on strengths and needs.
Coherence Emphasis on connections, meaningful learning in different practical contexts, wider community.
Relevance Understanding of the present and the future, learn practice and develop skills, challenge disaffection, attainment and achievement.
Focusing on enteprise in education. A Paper for Professional Reflection
Curriculum Design & Enterprise
In Action…
Progression
Relevance &
Depth
Challenge &
Enjoyment
Higher-order thinking
Creating DesigningConstructingPlanning
StoryProjectPlan
Evaluating JudgingTestingMonitoring
DebateEvaluationReport
Analysing ComparingOrganisingOutlining
SpreadsheetChecklistChart
Lower-order thinking
Applying ImplementingCarrying outUsing
InterviewPerformanceDiary
Understanding InterpretingExemplifyingSummarising
ExplanationShow and tellQuiz
Remembering NamingLocatingFinding
FactWorksheetTest
Bloom’s Revised Taxonomy Planning Framework
A Thought For Their Future
80% of the jobs… that current Primary 1 pupils will do in the future. ………………do not exist !
BT Futurologist 2006
Enterprise SkillsSelf ConfidenceIndependenceDeterminationFlexibilityRisk TakingDecision makingLeadershipCreativityProblem Solving
9 out of 10 companies believe thatSoft skills are as important as Academic qualificationsTES Nov 1997.
LTS & DtS Support
• CPD Business Engagement• Day by Day Enterprise Matters Planner• Support for Staff• Glow communities• Continuing Professional Development ;
METRO Route.
Contact Us
Eric Burton Learning and Teaching Scotland
The Optima, 58 Robertson Street, Glasgow G2 8DU
www.LTScotland.org.uk