Margo Williamson Learning and Teaching Scotland

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Margo WilliamsonLearning and Teaching Scotland

• Update on Curriculum for Excellence
• The Multidimensional Hyperspace Curriculum!

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Currently available making the best use of
guidance
Reflective Tool Kitswww.ltscotland.org.uk/curric
ulumforexcellence/resources/starterkits.asp
Building the Curriculum 2
Building the Curriculum1
Progress and Proposals
Values Purposes Principles
August 2008 -
March 2007
Nov 2006
March 2006
Draft experiences and outcomes
Nov 2004
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Languages Maths Science Social
Studies Expressive Arts HWB RME Technologies
The Cubic Curriculum
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Third level outcome

• Having carried out a variety of experiments I can
  recognise the significance of pH in everyday life
  and demonstrate ways to adjust levels
  appropriately

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Literacy
Science
Collaborating
Illustrating the Cubic Curriculum
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Expressive Arts
Illustrating the Cubic Curriculum
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Kings Park and the capacities
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Chris McIlroy HMIE

• The link between advice and professional
  responsibility.
• The link to classroom learning and teaching.

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Advice and professional responsibility Science
example, second level

• I can use my knowledge of food chains and webs to
  help plan, create and protect a wildlife area.
• I can observe or research a feature of space that
  I find fascinating and describe this to others.

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Three minutes shoulder partners

• What learning activities/ experiences would you
  organise to help children progress towards one of
  these outcomes?
• How might I assess progress?

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3 minute activity

• I can use my knowledge of food chains and webs to
  help plan, create and protect a wildlife area.
• I can observe or research a feature of space that
  I find fascinating and describe this to others.

• What learning activities/ experiences would you
  organise to help children progress towards one of
  these outcomes?
• How might I assess progress?

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Advice and professional responsibility Numeracy
example, first level

• I have investigated how whole numbers are
  constructed, can understand the importance of
  zero within the system and use my knowledge to
  explain the link between a digit, its place and
  its value.

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Advice and professional responsibility Numeracy
example, second level

• Having discussed the variety of ways and range of
  media used to present data, I can interpret and
  draw conclusions from the information displayed,
  recognising that the presentation may be
  misleading.

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Current good practice and CfE

• What can we build on? Good practice in learning
  and teaching will still be good practice
• CfE principles provide a way of examining,
  refreshing and reaffirming good practice
• A pre-school example

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What does this mean for assessment?

• Am I clear about what learning is intended?
• How are the learners responding?
• What progress can I see?
• Where is support needed?
• What feedback should I give?
• Sharing the standard.
• Benchmarking progress.

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Back to the future

• Quality and improvement happen because of
• Commitment to children
• Inspiration and enthusiasm
• Role models
• Thinking practitioners
• Hard work

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My best gran