A Curriculum for Excellence

1

• A Curriculum for Excellence
• Routes for Learning study day
• February 2007
• Jessie Wojciechowski
• Professional Adviser

2
The Scottish Curriculum now

• Non-statutory based on guidelines and guidance
  with much scope for flexibility
• Different parts developed separately
• 3-5
• 5-14 Elaborated 5-14
• 14-18 Standard Grade, Access, Intermediate,
  Higher Advanced Higher, vocational
  qualifications
• A strong curriculum in world terms, needing
  updated

3
Proposals Looking at the curriculumdifferently

• Single framework 3 18
• Promote learning across a wide range of contexts
  and well planned experiences
• More than curriculum areas and subjects, also
• Ethos and life of the school
• Interdisciplinary projects and studies
• Additional opportunities for personal achievement
• Equip young people with high level of literacy
  and numeracy skills

4

• successful learners
• with
• enthusiasm and motivation for learning
• determination to reach high standards of
  achievement
• openness to new thinking and ideas
• and able to
• use literacy, communication and numeracy skills
• use technology for learning
• think creatively and independently
• learn independently and as part of a group
• make reasoned evaluations
• link and apply different kinds of learning in
• new situations

• confident individuals
• with
• self respect
• a sense of physical, mental and emotional
  wellbeing
• secure values and beliefs
• ambition
• and able to
• relate to others and manage themselves
• pursue a healthy and active lifestyle
• be self aware
• develop and communicate their own beliefs
• and view of the world
• live as independently as they can
• assess risk and take informed decisions
• achieve success in different areas of activity

To enable all young people to become

• responsible citizens
• with
• respect for others
• commitment to participate responsibly in
• political, economic, social and cultural life
• and able to
• develop knowledge and understanding of
• the world and Scotlands place in it
• understand different beliefs and cultures
• make informed choices and decisions
• evaluate environmental, scientific and
• technological issues
• develop informed, ethical views of complex
• issues

• effective contributors
• with
• an enterprising attitude
• resilience
• self-reliance
• and able to
• communicate in different ways and in
• different settings
• work in partnership and in teams
• take the initiative and lead
• apply critical thinking in new contexts
• create and develop
• solve problems

5
Principles for Curriculum Design

• Challenge and enjoyment
• Breadth
• Progression
• Depth
• Personalisation and choice
• Coherence
• Relevance

6
Activities to date

• Research
• Advisory groups, ASN Early Years
• ASN post at LTS
• Team leaders writers have visited special schools
• Engagement with teachers on values, purposes and
  principles
• Designing the main features of the new Scottish
  curriculum 3 to 18
• LTS writers working on outcomes Building the
  curriculum 1

7
Guide to writersQualitatively different outcomes

• Outcomes should
• Specify the learning target
• Indicate/direct the selection of learning
  activity/approach and indicate purpose
• Allow evaluation of the learning outcome
• But
• Not constrain learning

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Within an outcome

• Declutter
• Show progression
• Cross curricular connections
• Teach for understanding

• Methodology
• Active
• Skills
• Increase cognitive demand

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challenges and enjoyment
ACfE AifL DtS HPS
successful learners
breadth
progression
confident individuals
depth
personalisation and choice
responsible citizens
coherence
effective contributors
relevance
schools will need to look beyond their own
expertise and resources so that their students
can have access to suitable provision.
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The Assessment TriangleThe Whole Child
Physical, social, educational, emotional,
spiritual and psychological development
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What does this mean for children and young people
with additional support needs?

• Building on good practice
• One curriculum for all
• The four capacities are for all children and
  young people
• Teachers using their professional judgements
• Partnership working

12
Finding the familiar

• Current organisers of Curriculum
• Language and Communication
• Understanding and Relating to the Environment
• Expressive Arts
• Personal and Social Education
• Functional movement
• RME

• Proposed Curriculum 3-18
• Languages
• Science, Mathematics, Social Studies,
  Technologies
• Expressive Arts
• Health and Well Being
• Health and Well Being
• Expressive Arts
• Religious and Moral Education

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Next steps

• 2007
• March Building the Curriculum (2) Early years
  paper
• Spring Experiences and outcomes available for
  consultation - a sub set of Science
• Summer Experiences and outcomes available in all
  curriculum areas
• 2007-2008 Consultation and next phase of CPD
• From Aug 2008 Adoption/implementation